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Table4.ClassifiofAttitudeGroupsBasedonGAMScores
Note.GAM=GeudeMeasure.
Inmyopinioyisive.Ifwefeelaudyhardertoovereit，itispositive.However，almostallayocesmakeusfeelboredwithstudyingEnglish，andwanttoabandonEnglish，becewehave，nomotivatiostudywell.（Dao，Aut，L40-43）
Similarly，Quansharedhisview:“InmyopiniostudyingEnglishhastwosides，bothbenefidharmful;however，thebad，harmfulsidedominates”
（Quan，Aut，L44-45）.Tuyetaffirmedherunfavourableattitudetlish:“Despitebeiudentsyablishistheoalsoformas”
（Tuyet，MA，Aut，L35-36）.
Thirty-fourstudeohaveamixedattitudetowardsFLAwhentheyemphasisedbothitsfagais.Forexample，aymadelearningEnglishmorediffidstressfulf，butitalsomadehimfocusmoreonstudying:
Iime，itwasthealishthatpushedmetofostudyingmaiisdifferentfromordinarydays，whenIhavenoanxiousfeeliudyEnglish.（Long，Int，L65-67）
Takingitmenerally，edaymadelearningmoredifficult，buttheyalsosupposedthatifstudentsdidnotfeelanxiousatall，theymightthinktheyweregoodenoughatEnglishanddidudy，thusmakinghatayimpliedstudestudies，whereasforthosewhodidnotfeelanxiousitmightmeantheyhadabandonedEFLlearning.Infact，itcouldbedeterminedfromDugofhisaDuotfeelhighlyanxiousbecausehedidnotcaremuchaboutEFLlearning:“IdoudyingEnglish，soImaiocopewithexams.Mytargetistopasstheexamsonly，Idomutheresults，thereforeIdonotfeelveryanxious”
（Duc，Aut，L5-8）.ThisvieortedbyTrong，whoassumedthatoedtostudyseriously，theywouldunavoidablyexperienypressuresandthat，“isuccess，itseemsthatwehavetoenduresiderablepressures”
（Trong，Aut，L38-39，59）.
FourstudeobemorepositivetowardsFLAbecausetheyemphasisedthepositiveativeeffectsofFLA.Agtothesestudents，FLAwasnotharmful，butbenefibecauseitmotivatedthemtostudyharder.NotthepositiveeffectsofFLAoheyalsopoihatayhadapositiveimpaeverystudent.ThisviewwasrefleThanh’sresponse:
Int:Inyouropinion，howdoesEFLAaffets?
ThastudyingEnglishhasverygoodimpastudents.Particularly，studeospeudying，enriowledgeonEnglish;activelypractiselistening，speaking，reading，writingskills，etc.Thesewillhelpstudentsenhanglishprofiordertouseioapplyinfuturejobs....Inmyanxiousfeelingoe，ithasgoodeffeystudyresult，becausetheaymakesmereisethatIhavetotrytostudymoreiosupplementtheknowledgeIlack.
（Thanh，Int，L58-64，81-83）
Althoughthesefourstudentsdidhedetrimescausedbyhighlevelsofaheyfothefagsideofafortstoimprlishproficy，whichwas，fromtheirpointofview，nedimportaure.Forexample，Trungexplained:
MyayorytostudyEnglishmore，notgmetoudyingEhinkEnglishisveryneyfuturewhenIgraduateandapplyforjobs.AndwithoutEnglishproficy，opportunitiesforfurtherstudiesforprofessioarefarfromfeasible.（Trung，Aut，L45-49）
TrungwasstroheroleofEnglishforhisfuture，thereforeayplayedtherhimtopaymoreattentiontohisEFLlearning.
Insummary，theanalysisofthestudentGAMfoundvariabilityis’attitudestowardsFLA.Detailedanalysisofthestuderansdautobiographieselaboratedonthisfinding，indigthatalmostallofthestudentssideredalevelofFLAtobenatural，andtheyaowledgedboththegoodandthebadaspectsofFLA.However，thestudeheirjudgmentsonrevailedandhlyoneprevailedovertheother.Specifically，whereas52.7%hadexplicitattitudes（maiowardsFLA，47.3%hadamixedattitudetowardsit.
Teachers’attitudestowardsFLA.Theanalysisofteachers’attitudestowardsFLAwasbasedoafromeightteaterviets.RelevaiooashoerceivedthenatureofFLAaheyhadapativeviewaboutit.
Agtoalloftheteaxietywasahatwasiiudentintheirfuagelearning.Forexample，Baaywasaiosfounditdifficulttoadaptteorcourserequirements，aed:“Thatstudentshaveanxiousfeeliural.Approaewtextbooksdifferentfromthoseathighsewteaewordifferentteagmethods，etc.，allthesefactorsxietymoreorlesstostudents”
（t，L21-25）.RegardlessofthereasoudeheseteacherspostulatedthataalevelwasnaturalinEFLlearning.
WheheirfeelingstowardsFLA，theseteachersemphasisedboththefagaisofFLA.Forexample，Quesaid:
TosomeexteEnglishlanguagelearivewheslosetheiriahusiasminlearningEnglish.However，somestudentstheirEnglishprofithatfirstaheyknowwhatleveltheyareinauage.（Que，Int，L33-36）
&ressedthatacausebothpositiveaiveeffects.Similarly，Baed，“Ayeitherbeamotivationtopushstudentstotrymoreorcreatemorepressuretostudentsinlearning”
（Bang，Int，L34-35）.AlthoughtheseteacherswereFLA，pergthatitmightcausedetrimeudentsiftheirdegreeofaywashigh，theyalsobelievedaycouldbeasigstudies:“Tosomeextent，itisgoodbecausetheyatleastcareablishlanguagelearhanignit”
（Uyen，Int，L17-18）.
Agtotheseteachers，ifstudentsdidnotfeelanxiousatall，itwaslikelythattheydidEFLlearning.Forthem，thosestudentswhodidnotwanttostudyEobeanxiousatall，whereasthosewhofeltanxiousandsoughthelpfromteacherswerelikelytobeseriousab.ThisviewwasrefleVy’srespoudentsareseriousabafuageasimportahedegreeofayishigherthanlazyones”
（Vy，Int，L13-14）.Giveanglish，studentsweresupposedtobeseriousinlearningEnglish.Inthisseywasfavoured.Forieoftensionisnecessary，especiallyfornot-very-hard-wstudents”
（，L36-37）.
Assuch，alloftheteasideredFLAtobebothfagaingdependingoherewasodetermiheyjudgedeierviewsiheteachershadamixedattitudetoressingbothpositiveaiveentsaboutit.
PLIS
ThisstudyexploredtheexistenceofFLAinamesenon-EnglishmajorstudentsandsoughtahequestionsaboutwhetherEFLstudentsahekeystakeholdersintheEFLlearningandteagprocess，wereawareoftheexistenceofFLAasaphenomenoninEFLlearniheyhadapativeviewofit.Severalsbedrawnfromthefindingsofthisstudy.
First，theresultsobtaiheFLCASshoopulatioshadahighlevelofaEFLlearning.Itwasevehanmaionsthathadpreviouslybeenstudied.Basedonthisfinding，FLAwasshowasaphenomenoninEFLlearninamasauageayresearch.
Sed，giveaedtoFLAreseartheliteratureandthehighlevelofFLAinthispopulatiosandteacherswereexpectedtobeawareoftheexistenceofFLA.TheresultsobtaiheGBMihestudeedlearningEFLmademasfeelanxious.Thatis，theywereawareoftheexistenceofFLAaasaphenomenoninEFLlearning，notjustpartoftheirletolearnafuage.Thisfindingwasobtainedfrom419studentsofdifferentmajors，fromvariousplacesin，andwithdifferentstartingpointsintimeflish，thushavingreasonablegeneralisability.Thisresultwasalsocorrobhtheanalysisof18studeranscripts，whicluded6HA，6MA，and6LAstudents.Thisprovariationsamplioassumethefindingswerereasonablystable（D?ornyei，2007）.TheanalysisofthestuderanscriptsrevealsthatalmostallofthestudentsbelievedFLAexistedinalargeudents.MostofthemsideredFLAasaseriousproblemthatobemahiswasaligheactualsituationofFLAasideheFLCASmeasure.However，thereseemedtobeamismatstudents’andteachers’persofthespreadayofFLA.ThestudeosiderFLAtobemoreseriousthaeachersdid.BasedontheanalysisoftheteacherGBMaranscripts，mostoftheteacherswereawareoftheexistenceofFLA，buttheysideredittoexistinonlyasmalludents.MostoftheteachersdidnotsiderFLAasaseriousproblem;theythereforehadakenitintoatheirteag.Thedisthestudents’andteachers’beliefsaboutFLAandthefindingabouttheexistenceofFLAobtaiheFLCASsuggestthattheseteaderestimatedtheimportahisissue.
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