Investigating Libyan EFL Learners' Attitudes towards Learning English Idioms

Abstract

This study investigated the attitudes of 36 Libyan EFL students towards learning English idioms.  The study also aimed to find out whether there were any significant differences between the third and fourth year students in their attitudes towards learning English idioms, and whether gender has any significant impact on these students' attitudes towards learning English idioms.  The data of the study was gathered through an attitude questionnaire consisting of 20 statements with a four- Likert scale ranging from strongly disagree to strongly agree.  The questionnaire was administered to 36 students: 18 students from the third year and 18 students from the fourth year at an English department. The data was analyzed through a two-independent samples t-test.  The results showed that all participants had positive attitudes towards learning English idioms, and although there were significant differences between male and female students in their English idioms learning attitudes, there were no significant differences between the third and fourth year students in their attitudes towards learning English idioms. In light of these findings, the researcher proposes a number of pedagogical recommendations including the inclusion of idioms in the curricula of English courses such as listening, speaking, and reading.  The researcher also recommends making idioms a constant part of classroom practice.

 Keywords: English idioms, attitudes, Libyan EFL learners, year of academic study.