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Enjoyability of English Language Learning from Iranian EFL Learners\' Perspective.
Due to the importance of making enjoyable English language learning, and its impact on learners\' degree of achievement in learning English language, this study investigated the factors that make English language learning more interesting and appealing for learners. These elements affect learning English in EFL classes.
It is generally accepted that motivation is a key factor in successful language learning. Teachers of English must constantly search for effective teaching strategies, as well as for ways to maintain and arouse the interest and active participation of students in their classes.
Rahman, &. Et al, (2010) English is a foreign language and is not used in daily life; however there are aspects of second language environment. It has been observed that higher achievers are highly motivated and actively participate in the classroom activities while the slow learners rarely join in classroom activities and are worried about their English final examinations.
According to Oxford and Shearin (1994, cited in Nerry & Binder, 2001.p, 31): many factors affect motivation. In their study, they presented six factors that affect motivation in language learning:
Usher (2010) conducted an experimental study on the "Characteristics of Students’ Best and Worst Classroom" and pointed out some factors as "importance of various factors in making of a favorite course".
Sass (1989) reported eight characteristics emerged as major contributors to student motivation that influenced his or her level of motivation:
What factors contribute to making English language learning process appealing to learners from their own perspective?
The total number of the participants of the study was 155; all of them were Iranian EFL students at either Intermediate or Upper-Intermediate level.
To collect data, the researcher used two questionnaires. At first; an open-ended questionnaire was developed to identify the factors that make English classes more interesting from the students\' perspective, and then based on those factors that students mentioned the closed questionnaire was developed.
The students\' responses to the closed questionnaire were analyzed in terms of descriptive and inferential statistics. The data was basically ordinal and based on frequencies. Therefore, percentages were calculated. The raw data was fed into the computer and a nonparametric test of Tukey HSD was run by the Statistical Package for Social Sciences (SPSS) 16 software for each case to know whether the distribution was different from what one would expect by chance. In other words, it was done to determine whether the observed frequencies had statistically significant difference with the expected ones or they had just occurred by mere chance.
This study was conducted to investigate the most appealing and interesting factors during the learning process.