Contextualized Materials to Change Attitudes Towards English Learning

Abstract

ABSTRACT: The current action-research study conducted with sixth graders at a public school was aimed at exploring students' attitudes towards English, after being exposed to context-specific materials in their classes. Data were collected through a research journal, an interview with the cooperating teacher, a focus group, and some survey attitudes. The analysis showed that using context- specific materials may be a good strategy to modify students’ negative attitudes towards English learning, in the three dimensions of attitudes: behavioral, affective, and cognitive. It also evinced the importance of the teacher’s role regarding cognitive processes, participation, and confidence. However, time constraints emerged as a considerable limitation in this study, an institutional issue that was out of my direct control.