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Findings indicate primarily instrumental motivation, and the study proposes solutions for teachers in the local Tunisian cultural context.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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does the study use to investigate attitudes and motivations in Tunisian EFL students?","Question",{"text":63,"@type":64},"The study investigates culture shock, interest in the English language, and ethnocentrism, examining how these factors relate to students’ reactions to learning English as a foreign language.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"What did the questionnaire results suggest about students’ attitudes toward English-speaking communities?",{"text":68,"@type":64},"Most students do not like English-speaking people and reject some of their cultural values, while still showing varied discomfort-related feelings such as anxiety and confusion.",{"name":70,"@type":61,"acceptedAnswer":71},"Are Tunisian students in the study more instrumentally or integratively motivated to learn English?",{"text":72,"@type":64},"The study shows that students choose to learn English primarily for instrumental reasons, linking instrumental and integrative orientations to their 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Sellami-Sellami  \nPh.D. student, Faculty of Letters and Humanities of Sfax, University of Sfax, Tunisia, [yosra.sellami28@gmail.com](yosra.sellami28@gmail.com)  \nThis research explored the attitudes and motivations of first-year students of English enrolled atthe Faculty of Letters and Humanities of Sfax, Tunisia, during the academic year 2018-2019 towards learning English as a foreign language. Attitudes and motivations were investigated according to three variables: culture shock, interest in the English language, and ethnocentrism. Analysis of the relationship between language and culture paved the way for examining students’reactions towards learning English as a foreign language. Students feel very differently about English as a way of knowing the world, networking, and living a full life of a global citizen. Attitudes range from discomfort, anxiety, and confusion. A questionnaire was used to collect data about students’ attitudes and motivational orientations towards learning English as a Foreign Language. The study indicated that most students do not like English-speaking people and reject some of their cultural values. It also showed that these students choose to learn English primarily for instrumental reasons. This paper concludes with solutions aiming to reduce the difficulties teachers of English as a Foreign Language encounter in the local Tunisian cultural context.  \nKeywords: attitudes and motivations towards EFL, instrumental motivation, integrative motivation, ethnocentrism, the Five Cs  \nINTRODUCTION  \nThe starting point for this article is teaching the English language goes hand in hand with teaching Anglo-American culture. The corollary is that language learning cannot occur in a cultural vacuum and in isolation from the cultural norms in which the language originates. This assumption undergirds the Official Tunisian Program of Teaching English to Basic Education Levels, which states the following objectives: “As a means of communication, English will foster learner self-expression as well as appropriate interaction with peers and other interlocutors, which, in turn, will ensure access to universal culture through Anglophone contexts” (as cited in Hermessi, 2017, p. 211) . Learning is referred to as “a relatively permanent change in behaviour or potential behaviour as a result of strengthened experience or training” (Hediansah & Surjono 2019, p. 2) . Henceforth, teaching English to Tunisian students as part of their educational program implies teaching language indifferent linguistic and cultural environments.  \nThe present study aims to discuss the psychological effects and changes that might be expected and consider how these changes affect teaching English in a Tunisian context.  \nStatement of the problem  \nLearners who enter a language classroom do not carry cultural baggage that they can put aside and leave outside the door. Instead, they are an embodiment of the culture which they share with others. In this respect, it is worth mentioning Kohlberg (1958) whose theory presupposes that learning and learners’ moral development are interrelated (Musa & Martha, 2020, p. 2) . A Tunisian student who enters class to learn English belongs to and is, in part, shaped by a national culture, which naturally  \nCitation: Sellami-Sellami, Y. (2021) . Teaching EFL in the local culture: Tunisian students of English as a case study.  \nAnatolian Journal of Education, 6(2), 125-134. [https://doi.org/10.29333/aje.2021.6210a](https://doi.org/10.29333/aje.2021.6210a)  \nhas some overlaps with the cultures of other international societies. This study investigates the attitudes of first-year students of English towards learning English as a foreign language by looking into three significant variables: culture shock, ethnocentrism, and interest in the English language. The latter is related to two types of motivation, instrumental and integra","cbCaijDcEK2Eq4iq","https://ap.wps.com/l/cbCaijDcEK2Eq4iq","pdf",431899,"English","# Introduction\n## Statement of the problem\n## Research questions\n## Definition of concepts","[{\"question\":\"What variables does the study use to investigate attitudes and motivations in Tunisian EFL students?\",\"answer\":\"The study investigates culture shock, interest in the English language, and ethnocentrism, examining how these factors relate to students’ reactions to learning English as a foreign language.\"},{\"question\":\"What did the questionnaire results suggest about students’ attitudes toward English-speaking communities?\",\"answer\":\"Most students do not like English-speaking people and reject some of their cultural values, while still showing varied discomfort-related feelings such as anxiety and confusion.\"},{\"question\":\"Are Tunisian students in the study more instrumentally or integratively motivated to learn English?\",\"answer\":\"The study shows that students choose to learn English primarily for instrumental reasons, linking instrumental and integrative orientations to their motivations.\"}]","Teaching EFL in the Local Culture - Tunisian Students of English as a Case Study | PDF",1792073257,25]