Effects of Dissatisfaction Factors on Learning of The Second Language
Keywords:
Dissatisfaction factors, english language learning, genderAbstract
This research is intended to dissect the de-inspirational elements among English Learners of the Chiniot District. The review intended to explore the central point of dissatisfaction among L2 students at secondary-level schools. The review was quantitative and enlightening in nature. Given the five focuses, a questionnaire containing 35 things using the Likert scale was created and controlled for information assortment. The unwavering quality of the questionnaire was affirmed after pilot testing. The secondary level understudies concentrating on the tenth class contained the number of inhabitants in the concentrated District Chiniot. The researcher selected 40 boys and 35 girls from secondary schools in Tehsil Chiniot for the target population. The sample was selected through a simple random sampling technique. 300 participants were selected as a sample out of 150 male and 150 female students. The sample was evenly split, with 50% of male and female participants drawn from rural areas and 50% from urban areas. Data were coded and entered into Excel sheets. Then, data were statistically analyzed through SPSS version 22. Different statistical techniques, i.e., frequency distribution, mean, SD, t-test, and p-value, were used to identify and analyze the dissatisfaction factors and their effects on second language learning among male and female secondary-level students. The discoveries of the review uncovered that some dissatisfaction factors, i.e., “Inadequate School Facilities,” “Content,” and “Teaching Methodology,” have a great impact on students’ second language learning. Moreover, the Study revealed that dissatisfaction levels exist differently in male and female participants. Some suggestions were provided to conduct further research to lessen the effects of dissatisfaction factors and enhance the ability of second language learning for the students. It was recommended that English teachers should provide proper school facilities and may use enjoyable activities within classrooms to minimize dissatisfaction factors.
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