High school students’ absenteeism in English classes

Table 3.1. Differences between counties regarding each item posed.

not like my English language Groups teacher's teaching

Bonferroni was used to measure the differences between countries regarding each item posed. The results show no significant difference between countries and the participants' perceptions. There were no significant differences between countries regarding with the perceptions participants held over how easy English was to learn F (5,101) =1.13, p>.05. Or differences between countries regarding the perceptions held about English being difficult to learn F (5,101) =1.26, p>.05, students' friends who could not speak English F (5,101) =1.19, p>.05, or the perceptions that participants had about skipping classes because of the friends who convinced them to skip classes. F (5,101) =0.50, p>.05.

Likewise, there were no significant differences in the causes of absenteeism sourced by the perceptions the participants held over hating to learn English F (5,101) =.92, p>.05. Insignificant differences were also shown between countries when dealing with the items: I sometimes skipped English language classes, I never skipped English language classes and I skipped classes because I did not like my English language teacher's teaching", (F(5,101)=0.91, p>.05, F(5,101)=1.06, p>.05 and F(5,101)=0.37, p>.05). The differences about students' perception over English teachers being good at teaching F(5,101)= 1.98, p>.05, were insignificant, followed by insignificant differences between countries when skipping English classes because of the books F(5,101)= 1.86, p>.05, or when dealing with interesting books used F(5,101)= . 59, p>.05. In addition, there were no significant differences between countries interpreting the participants ' views about the books published in a country where English is spoken as a first language F(5,101)= 1.8256, p>.05, and friends' annoyance when having English classes F(5,101)= 1.45, p>.05s

However, there were significant differences between countries on the perceptions regarding skipping classes because of attempting to feel cool F(5,101)=3.28, p=.00.

According to the results, Kosovar participants reported that they used photocopies books the most (M=3.59, SD=1.15) followed by Honduras (M=3.50, SD=1.26). Of the participants, Belgians reported using photocopied books the least (M=1.83, SD=.71). There were significant differences between countries on books being photocopies F(5,101)=8.75, p=.00. A post-hoc test revealed that among participants the ones who skipped classes because they wanted to feel cool were the participants from Honduras (M=2.40, SD=1.57), while the participants that mostly disagreed with this item were Kosovars (M=1.42, SD=.60).

Discussion

As seen, the study tried to examine the impact of the educative factors, such as teachers, students' likes, students' attitudes towards the English language, books, and the impact of the society i.e. friends influence on students' absenteeism in high schools not in a single country only, but in international context.

If we look at the first statement "I sometimes skipped English language classes", and consider that the responses are from the students who are supposed to have some kind of English background learning, we might see that despite knowing the fact that students needed to have English language competence, they still managed to skip classes. Similarly, the other statement, "I never skipped English language classes," does not contradict with the previous one. In this statement, most participants had scattered responses by agreeing and disagreeing. This shows that most of high school students who took part in this questionnaire had experienced skipping English classes. For the sake of explanation, the study did not add a statement such as " I always skipped English language classes".

When discussing teenagers and their interest, the study is based on other linguists' points of views (Ellis, 1989; Dorney,1994; Harmer, 2001). Based on them, it suggests that English language and its influence is present at any country in different ways, whether directly or spontaneously in everyday situations: English/American music- which is vastly listened among teenagers, followed by movies, computer games, sport or planning to study abroad. As said by the upper named linguists (Ellis,1989; Dorney,1994; Harmer, 2001), movies, computer games, sport or planning to study abroad are all factors that contribute to English language learning attention. The students' responses about the statement: "My English teacher was good. She/he tried to teach us well", show that their English Language (EL) teachers taught them well. Students agreed that they were satisfied with their teachers' teachi ng. As these were international responses about teachers' teaching, the study suggests that English teaching is mostly conducted in a pleased learning environment. But the few responses from the next statement "My friends annoyed me when we had English. Th ey did not let me learn", show classroom management problem, which is considered as teachers' responsibility. However, these are international students' responses and the results would have been different if this problematic issue was concentrated in each country specifically. An alarming issue that teachers need to undertake and improve is the correlation between two items posed: "I skipped classes because I liked to feel that I am cool" and "My friends convinced me to skip classes". The correlation of the se two items shows social behavior, students' background and should not be seen as teachers' responsibility only, but as triangular or even four-factors educative issues: the teacher, the student, the parent and the institution. Precisely, Ellis (1994) considers age as a psycholinguistic aspect in EFL, and `feeling cool' as a high school student is a matter of being fashionable, somehow different and attractive. The later statement might weigh more as an issue that links with teachers' responsibility. Teacher can make the lesson dull or interesting, active or passive, noisy or quiet, wanted or unwanted. Namely, the teachers are responsible to initiate collaboration and can fully involve students to learning. This self-teacher responsibility to create a non-threatening teaching/learning environment encourages students to take risks, as well as challenging themselves to facilitate learning. It is important for teachers to be aware of their teaching abilities, their teaching lacks and seek adequate support if necessary. Coe, Aloisi, Higgins & Major (2014) claim that teachers should understand their students' ways of thinking about the content and they should be able to evaluate the thinking behind students' own methods, as well as identify students' common misconceptions. Based on that, the teachers are responsible for classroom learning environment as they are responsible to "create a classroom that is constantly demanding more, but still recognizing students' self-worth, and to make efficient use of lesson time, to coordinate classroom resources and space, and to manage students' behavior with clear rules" as Coe et.al (2014, p.2) claim. Teachers should be experts in order to explore different and appropriate teaching methodologies that work best in class, show teaching professionalism with their clear instructions, and pay attention to students' needs and students' wishes. The teachers are considered as classroom facilitators, managers, classroom leaders and responsible people, guides and organizers who are able to create the conditions in which learning can take place; more likely fulfilled by implementing different activities and different sources.

Of course, the teachers and the teaching methods that they apply have e great impact on student learning. For example, the statement which students agreed with "My English teacher was good. She/he tried to teach us well", is in line with Scrivener (2011) who considers teachers as explainers, involvers and enablers. It is also in line with Richards (2002), who claims that teachers are responsible for developing a teaching approach which allows their teaching autonomy; to be themselves and do what they feel is best. Teachers use different teaching skills which are based on the students' needs. Teachers define the students' needs, make a plan/decide how to teach them and start teaching by continuously analyzing the learning situation and the learning circumstances. Based on the students' responses, the study findings are that teachers who act as classroom managers and organizers play a crucial part within the educational system. There is a direct connection to the system, to the students and to the parents. That is why teachers should always be `on standby' position, speak up with the right people and ask for advice and make consultations when needed. Additionally, Harmer (2001, p. 56), adds the metaphor about teachers: "they are actors because they are always on the stage". He also suggests different teachers' roles, such as controllers, organizers, assessors. As mentioned by Harmer (2001), teachers can act as organizers who follow a schema: engage-instruct(demonstrate)-initiate-organize feedback. Based on his suggestions, the study considers teachers' role to be crucial in global classroom (and out of classroom) aspect.

The students' responses show that students like the English people and the English language shown with the correlation of: English is easy to learn, and, I like English speaking countries (r=.22, p<.05). There is a tendency among these students to believe that the English language and the English speaking society are examples of individual attitudes and behaviors towards globalization. When discussing English speaking countries, students' (international) responses and taking into consideration that English in those countries could be seen as a foreign language or as a second language, the study suggests that students of those certain countries could have different attitudes towards the people who speak English, different attitudes towards the country where English is spoken, or students' personal attitudes towards general learning or personal attitudes towards language learning. In a nutshell, all these might be influenced by their personal, family or society background that might bring to different opinions about English. Harmer (2001, p.4) adds that" many people worry about what English means for cultures it comes into contact with, seeing it as a form of "cultural imperialism".

However, we cannot notice even a slight confusion when it is about loving the English language. The students agreed that they do like English speaking countries. As the upper mentioned named facts are based on the students' diverse countries' background, the study agrees with Ellis (1994, p. 200) who mentions that "learners' attitudes may predispose them to make efforts to learn the L2 or not to do so. In some cases, learners may be subject to conflicting attitudes. On the one hand they wish to learn L2 because it is seen as a way of assimilating into the majority culture, while on the other hand they wish to maintain their L1 as a way of affirming their own identity".

In the statement "I skipped classes because I did not like my English language teacher's teaching", the students disagreed. They did like their English teachers' teaching. However, there were few responses that agreed that they did not like the way the teachers taught. This issue might raise the question of teachers' training proficiency. Although there were only few students who agreed that their English teachers did not teach well, it seems as a threat to EFL teaching and it requires taking immediate steps towards EFL training programs. There are various factors for `liking' or `not liking' their teacher's teaching, as mentioned by Ellis (1994), Richards and

Rodgers (1986), Domey (2004): Teaching skills, such as ability to create an enjoyable or dull learning environment, gestures, sound/voice projected, the balance between Student Talking Time(STT) and Teacher Talking Time (TTT), the knowledge when and how to praise and encourage students, as well as when and how to approach when they do something wrong. These are all factor that may contribute to `liking' or `not liking' their teachers' teaching. On the other hand, Dorney (1994) adds teacher's congruence - a factor of great importance while teaching; It includes various components that contribute to successful mission of teaching: the ability to have a unique teaching style, enthusiasm, confidence and positive attitudes towards the topic presented and towards the students. These skills and qualities go along with teacher's communicative competence as well as they will be more developed if fluency and accuracy are taken into consideration.

When discussing about English language coursebooks that these students used to have in high schools, whether English language course books published in their countries (meaning that these kinds of books were adopted based on the county's culture) or books published in a country where English is spoken as a first language, the study has a more general view about this issue: different countries and different grades. i.e. different ages; then it might suggest that the one student might have had different English language teachers in different grades, and those teachers used different teaching materials with different teaching styles.

If we analyze the statement" The books were photocopies", and the number of students who agreed, shows the lack of EFL classes in which innovations and interest lack. It is the 21^st century and copied books should not be used in any way. Of course, teaching materials, books and technology are all teaching tools that contribute to effective and efficient English learning. As primary sources in EFL new books, colorful, physically attractive tools which will contribute to intellectually attractive learning activities are considered `a must' in every class nowadays. Even so, teachers are also responsible to select the teaching material (and other sources) of age- appropriate level dedicated to the young. They should use supplementary materials to suit their students' needs and students' wishes, to be time managers and classroom managers in accordance with the curriculum. Of course, they can be modified and adopted based on students' interest. Richards and Rodgers (1986) poin t out that; books can sometimes replace the teacher and learning can take place independently. Still, educative materials, specifically books should be important factors in EFL. They offer various interactional patterns and they should be considered either as a major source of input or as a minor component of it. Therefore, the teaching material and books should be carefully selected for the purpose of applying locally appropriate teaching/learning approaches that would fit to globally appropriately-applicable learning. In addition, the results reveal the students' positive attitudes towards the books, as well as the strong positive correlation (r=.37, p<.05) between the books published in a country where

English is spoken as a first language and liking the books because they were interesting. As such, the issue about the learning materials is best described and justified by Richards and Rodgers (1986, p.25), who point out that "teaching materials have a deep impact in students learning. They must be carefully selected and introduced to the students". Based on Richards and Rodgers (1986), books should aim to focus on interpretation, negotiation of meaning, and understanding, i.e. learning through books should include task and activities for communication purposes mainly.

They, Richards and Rodgers (1986), further continue their discussion about the correlation between self-students and the learning material, adding that learning materials are also a powerful learning tool for developing student's individuality, i.e. self-confidence, student autonomy, discovery of his/her (student's) learning style. The learning materials also provide opportunities for students to become aware of their own success, be able to rank their progress, and evaluate, i.e. self-evaluate their learning. Additionally, when discussing the teaching material, Harmer (2001, p.301) points out that "the `assessment' of a coursebook is an out -of-class judgment as to how well a new book will perform in class. Coursebook evaluation, on the other hand, is a judgment on how well a book has performed in fact". As this study discusses students' opinions from different nationalities, it is obvious that different features about teaching/learning materials might have different impact on each student. Harmer (2001) considers price, availability, layout and design, instructions, methodology, syllabus type, activities, topics, cultural acceptability, usability and teachers' guide as factors that might affect students' motivation. As a result, students' motivation would definitely contribute to use the teaching/learning material to learn the English language. Fortunately, the students' responses show that the books' dislike is not their major problem concerning absenteeism in English classes. Seventeen out of 107 participants disagreed that the books were interesting. This dislike should not be considered as not problematic and not a dangerous factor towards English learning. Why not try and reduce this negative attitude towards the book?

If we look at the first study questions about the main factors that contribute to students' absenteeism in EFL, the students' results show scattered responses. However, the issue about the teaching material, i.e. the photocopied books used is found to be one of the main causes of skipping classes, followed by students' attitudes towards learning the English language, i.e. difficulties to learn it.

The teacher's lack of English language teaching practice, classroom management, and students' `buddies' are not found to be the main p roblems and the causes of EFL absenteeism and its increase among public high schools all around the world.

When discussing classroom management and the teacher's role in class, Harmer (2001) points out that teachers should act as controllers, organizers, assessors, prompters, participants, resource, tutors, and observers. Additionally, Dorney (1994) mentions three roles of the teacher that enhance learning: empathy, congruence, and acceptance. Based on these facts, the study considers that these teaching/leaming factors are all interrelated: the sense of collaboration between the teacher and the students and the sense of collaboration between students themselves. Of course, the sense of inclusion, the sense of uniqueness while teaching and learning, a respect for students (and teachers), students' way of learning, the awareness of rules of teaching/learning and respect for teaching and learning are elements that should maintain thorough the teaching and learning progress. Only then there is a chance for successful teaching and learning, and only then there is a chance for real learning to begin and spread. Richards and Rodgers (1986) see the teacher's role as catalyst, guide, model for learning, or consultant, which fully encompasses classroom management and the teacher's role. When discussing about friends' behavior, `buddies' ignorance and learning difficulties as factors that contribute to skipping the English classes, this last reason: learning difficulties, need special attention indicating that student s' critical thinking skills need to be trained.

However, the study can convey precise response when dealing with the second question about students' attitudes towards English speaking society and its effect on absenteeism in English classes: the students do like English speaking society. Most of the students responded that they do like English, despite the responses for skipping English classes. Ellis (1994) mentions that positive attitudes towards Second Language (L2) can help learning while negative attitudes can help to impede learning, but the fact of skipping English classes is clear in this study with clear statements about liking or not liking English course books, English language teachers, or English speaking countries. Absenteeism in English language classes has shown that it has nothing to do with students' attitudes towards English speaking society. They love English and they like their teachers.