Gardner (1985:9), defines attitude as “ a resulting action in response to the symbol of an object or any event. The reaction is dependent is dependent on the personal belief or outlook of the object or event of action”. On the other hand, Gibson et al. (1991:70) defined attitude as the personal experience and learning of the individual that shapes the resulting response in terms of optimistic and constructive or negative and pessimistic towards a person or an event”. The other definition of Attitude is put forward by Rosenberg (1960:319) refer to the variation in the emotions and sentiments towards some person, thing, or an instance comes in the definition of attitude. It is important to assess the attitude of the teachers’ as well as students’
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In the case under consideration, there is a potential that user may have cognitive component of attitude towards a subject, instructor, or even about the school; hence, such belief can come from students or the instructors.The second component of attitude being affecting refers to the role of feelings as a consequence of belief about the object or person toward whom/(which) reaction is to be formed (Palestini, 2011,p.30). Smith (1971:83) discussed that the affective feeling plays an important role in defining an attitude and it is dependent on the element of cognition. For example, the a cognitive feeling of a teacher about his class’ awful rapport. As a consequence of such feeling, an instructor may build a pessimistic feeling of teaching such class. Such feeling then levels ground for the reaction in terms of evaluation, which is the third component of the attitude, and determines the optimistic or pessimistic attitude towards object/ person/ event in question. Continuing above example, based on the bad reputation of a class, an instructor may evaluate a class to be bad option for teaching …show more content…
The study was conducted in Xiamen Songbai Secondary School with 96 participants from second year. The results of the study were positive and students were found to have a positive attitude towards the use of mobile for learning English. To cite a response, the author narrated a response of a student claiming that the positive and possible use of mobile technology for learning than only for fun"(Wang,Chen&Fang2011p.100). Another similar study was conducted in a private university in Japan. 403 students of undergraduate participated in the study who were enrolled in the EFL course. The study results also concluded with the positive response from the student for implementing mobile technology device for learning in the classroom
In the case under consideration, there is a potential that user may have cognitive component of attitude towards a subject, instructor, or even about the school; hence, such belief can come from students or the instructors.The second component of attitude being affecting refers to the role of feelings as a consequence of belief about the object or person toward whom/(which) reaction is to be formed (Palestini, 2011,p.30). Smith (1971:83) discussed that the affective feeling plays an important role in defining an attitude and it is dependent on the element of cognition. For example, the a cognitive feeling of a teacher about his class’ awful rapport. As a consequence of such feeling, an instructor may build a pessimistic feeling of teaching such class. Such feeling then levels ground for the reaction in terms of evaluation, which is the third component of the attitude, and determines the optimistic or pessimistic attitude towards object/ person/ event in question. Continuing above example, based on the bad reputation of a class, an instructor may evaluate a class to be bad option for teaching …show more content…
The study was conducted in Xiamen Songbai Secondary School with 96 participants from second year. The results of the study were positive and students were found to have a positive attitude towards the use of mobile for learning English. To cite a response, the author narrated a response of a student claiming that the positive and possible use of mobile technology for learning than only for fun"(Wang,Chen&Fang2011p.100). Another similar study was conducted in a private university in Japan. 403 students of undergraduate participated in the study who were enrolled in the EFL course. The study results also concluded with the positive response from the student for implementing mobile technology device for learning in the classroom