The Effect of Process Oriented Syllabus on Motivation in and Attitude Toward Learning English at High and low General English Proficiency Levels

The present study aims at investigating the effect of process oriented syllabus on motivation in and attitude toward learning English at high and low general English proficiency levels.
Using a semi-experimental design two groups of students, namely A and B who had the General English course at bachelor’s level were studied for 14 sessions. At first, the two groups were distributed Gardner’s AMTB questionnaire for attitude and motivation to learn English as pretest and post-test. Meanwhile, group A was instructed according to a syllabus where the overall and session by session course details and objectives were specified, while group B or the treatment group was instructed according to a syllabus where only the overall course details and objectives were specified. Data were analyzed using Co-variance statistical test in SPSS.
The study showed a syllabus where the overall and session by session course details and objectives are specified has a significant effect on motivation in and attitude toward learning English at high and low general English proficiency levels though no significant difference was found between the two general English proficiency levels in motivation in and attitude toward learning English. Therefore, as motivation and attitude are two important affective factors in language learning, it is recommended in order to improve these two factors the respective instructors provide a syllabus where the overall as well as session by session course details and objectives are specified.