Innovation in Language Learning

The study focuses on language ideologies and attitudes of both language lecturers and adult female EFL learners at Kuwait University toward teaching and learning English. Language ideologies reflect the beliefs and attitudes of groups and communities, whereas language attitudes reflect the feelings, reactions, and thoughts of individuals (Dyers and Abongdia, 2010). The study investigates the ideologies and attitudes and their impact on language learning, giving the opportunity to look at language learning from a different perspective. Considering the contextual background of the current study, an English language classroom at Kuwait university is a combination of a constructed language and discourse that fits into the definition of language ideologies (Dyers and Abongdia, 2010). Language attitudes, on the other hand, can influence the level of motivation in language learning, and are primarily subjective (Dyers and Abongdia, 2010). Therefore, the study examines language learning through the lens of sociocultural theory STC for the purpose of combining ideologies and attitudes and examining their perceived factors toward language teaching and learning. The focus of Vygotsky’s sociocultural theory (STC) is to consider social interactions in which social, cultural, and historical elements are involved (Malik et al., 2021). When considering the cognitive development in the SCT, both society and history are influential. One crucial question that can be further explored in the current study is whether SCT is applicable to adult learners. Since, according to SCT, teachers are individuals with more knowledge, and this explanation could suggest a reveal of the sociocultural theory (SCT) by Vygotsky, which was introduced as a suitable adjustable theory that could be applied to test the different angles of teaching and learning a foreign language (Nguyen, 2019). Taking that into consideration, it is reasonable to say that the application of the appropriate methods will enable the sociocultural theory STC to be accomplished to help understand adult female learners of EFL’s ideologies, attitudes, and perceived factors to English language learning. A mixed method approach will be applied as a case study in this investigation by distributing questionnaires and conducting semi-structured interviews. According to Creswell & Creswell (2017), mixed methods integrate quantitative and qualitative methods. This combination provides quantitative data with closed-ended feedback, such as questionnaires, and qualitative data that contribute to open-ended feedback, such as semi-structured interviews and diaries. The study aims to explore the ideologies and attitudes of English lecturers and English as a Foreign Language Female Learners EFLFL at Kuwait University.