Friends’ Impact on Learners’ Motivation to Learn the English Language Kurdish EFL Learners’ Attitudes

Main Article Content

valan Al-dalawi
Fouad R. Omar
Maysaa A. Mahmood


Motivation is vital in specifying learners' willingness and eagerness to communicate. Also, can be a blend of effort, longing to gain the goal of acquiring the language, and positive perceptions of learning the language. This study aims to investigate the impact of friends on Kurdish EFL learners’ motivation to learn the English language and to understand the extent to which they improve their language proficiency through friends. To achieve this, a questionnaire was utilized to collect the necessary data from 80 students in college of Education/ English Language Department/Knowledge University. The questionnaire contained 25 items aimed to explore their attitudes regarding their friends’ role in motivating them to learn English. The data was analyzed through Microsoft Excel to provide in-depth results. The findings of the study revealed that friends have a role in motivating their peers to learn and improve their English language proficiency. Moreover, the results showed that learners can acquire the language better when they speak English with their friends. Concerning improving learners’ language skills, the findings also indicated that friends could create a friendly environment for practicing the language. Additionally, the study demonstrated that students prefer learning and practicing the English language with the support of their peers rather than teachers.


Download data is not yet available.

Article Details

How to Cite
Al-dalawi, valan, Omar, F. R. ., Mahmood , M. A. . and Mustafa , A. A. . (2023) “Friends’ Impact on Learners’ Motivation to Learn the English Language: Kurdish EFL Learners’ Attitudes ”, Koya University Journal of Humanities and Social Sciences, 6(1), pp. 160-169. doi: 10.14500/kujhss.v6n1y2023.pp160-169.
Author Biographies

Fouad R. Omar, Department of ELT, College of Education, Knowledge University, Kurdistan Region, Iraq

Fouad Rashid Omar is an assistant Lecturer at Knowledge University, College of Education, ELT Department. His research interests center on Second Language Acquisition, Applied Linguistics, Pragmatics, Psycholinguistics, Sociolinguistics, and Language Learning and Teaching.

Maysaa A. Mahmood , Department of ELT, College of Education, Knowledge University, Kurdistan Region, Iraq.

Maysaa Abdulkareem Mahmood is a lecturer at the Department of English Language Teaching , College of Education , Knowledge University. She holds Master Degree in English Language and Linguistics from Baghdad University .Her general major is Applied Linguistics and her specific major is Discourse Analysis . Mrs. Maysaa’s main research interests are in Teaching Issues, Discourse Analysis , Conversational Repair Techniques and language Skills enhancement in EFL/ESL Classrooms .

Akam A. Mustafa

I hold Bachelor degree in English Arts from Knowledge University ,And i was ranked The First above English department in All four Academic years.Besides that I Have Diploma in translation since (2019) in Erbil polytechnic institute.


Broussard, S. C., & Garrison, M. E. (2004). The relationship between classroom motivation and academic achievement in elementary school-aged children. Family and Consumer Sciences Research Journal, 33(2), 106-120.

Brown, H. D. (2000). Principles of language learning and teaching (Vol. 4). New York: Longman.

Crookes, G., & Schmidt, R. W. (1991). Motivation: Reopening the research agenda. Language learning, 41(4), 469-512.

Deci, E. (1975). L.(1975) Intrinsic motivation. New York, London.

Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language teaching, 31(3), 117-135.

Dornyei, Z., & Csizer, K. (2012). Motivation, language attitudes and globalisation: A Hungarian perspective. Clevedon, UK: Multilingual Matters. Educational psychology review, 13(2), 73-92.

Elliot, A. J. (1999). Approach and avoidance motivation and achievement goals. Educational psychologist, 34(3), 169-189.

Ellis, R., & Shintani, N. (2013). Exploring language pedagogy through second language acquisition research. Routledge.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Arnold.

Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.

Guay, F., Vallerand, R. J., & Blanchard, C. (2010). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 34(2), 157-170.

Hu, J., Huang, J., & Zhang, X. (2017). Peer support and second language learning: A narrative review. Journal of Multilingual and Multicultural Development, 38(4), 301-313.

Huang, Y. (2018). The impact of peer feedback on EFL writing proficiency: A case study of Chinese university students. Journal of Language Teaching and Research, 9(6), 1159-1166.

Journal of Asia TEFL, 17(4), 1304-1318.

Kim, S. Y., & Elder, C. (2020). The role of social networks in English language learning motivation and proficiency. Language Teaching Research, 24(1), 68-91.

Language Learning, 41(4), 469-512.

Leung, C., & Street, B. (2017). English as a foreign language (EFL) learning and teaching in the digital age. In J. I. Liontas (Ed.), The TESOL encyclopedia of English language teaching (pp. 1-8). John Wiley 1304-131

Liu, N. F., & Littlewood, W. (1997). Why do many students appear reluctant to participate in classroom learning discourse?. System, 25(3), 371-384.

Mahmood, M. A. (2022). The role of reading in enhancing EFL learners’ language proficiency. QALAAI ZANIST JOURNAL, 7(4), 1168-1196.

Mendes de Oliveira, M., Sporn, Z., Kliemann, L., Borschke, A., & Meyering, M. (2021).

Narayanan, R. (2006). The concept of motivation. Journal of contemporary issues in education, 1(2), 8-16.

Omar, F.R., & Barzani, S.H.H. (2022). English Writing Errors of Kurdish EFL Undergraduates: An Error Analysis. International Journal of Social Sciences and Educational Studies, 9(2), 256-266.

Oroujlou, N., & Vahedi, M. (2011). Motivation, attitude, and language learning. Procedia-Social and Behavioral Sciences, 29, 994-1000.

Oxford, R. L., & Shearin, J. (1994). Language learning motivation: Expanding the theoretical framework. Modern Language Journal, 78(1), 12-28.

Palfreyman, D. M. (2011). Family, friends, and learning beyond the classroom: Social networks and social capital in language learning. In Beyond the language classroom (pp. 17-34). London: Palgrave Macmillan UK.

Pardee, R. L. (1990). Motivation theories of Maslow, Herzberg, McGregor & McClelland.

Sasaki, M., & Hirose, T. (2020). Aiming for communicative competence in EFL classrooms: Fostering interactional competence through task-based language teaching.

Studies in Second Language Acquisition, 40(2), 235-263.

Trofimovich, P., Gatbonton, E., & Segalowitz, N. (2018). Social factors in the acquisition and use of second language pronunciation: Insights from an integrated approach.

Widyastuti, I., Kristiawan, M., & Sumarsono, T. (2019). Social support and English language learning: A study of Indonesian students. International Journal of Applied Linguistics and English Literature, 8(3), 48-56.

Williams, B. K. (2011). Adaptive management of natural resources—framework and issues. Journal of environmental management, 92(5), 1346-1353.

Yang, J., & Guo, J. (2018). The effects of social support on language learning motivation: A study of Chinese learners of English. International Journal of Applied Linguistics, 28(3), 293-304. doi:10.1111/ijal.12192