Factors Affecting the Attitude of Students Towards Learning English as a

Foreign Language
MARY JOY A. GARDANOZO
IV- Bachelor of Secondary Education with Specialization in English-First City Providential College

Abstract

The Longman Dictionary of Applied Linguistics and Language Teaching (2002, p.297) defines language
attitudes as follows: "the attitudes which speakers of different languages or language varieties have towards each
other’s languages or towards their own language." In line with this, the researchers aim to determine the demographic
profile of the respondents according to the following variables: Do grade 10 learners have attitudinal problems towards
learning the English language? What are the possible factors that positively and negatively affect the grade 10
language learners' attitudes towards learning English? How can the study's findings be used to help create an action
plan to improve English as a Foreign Language learning and come up with findings that may provide possible solutions
to the said problem? The study was carried out using a quantitative method. An adopted tool was utilized as the main
instrument for data collection. In the study, 32 Grade 10 Bonifacio students from FCPC, located in San Jose Del Monte,
Bulacan, participated. The tabular method of presentation was used where the primary data was obtained through the
questionnaires that had been collected, summarized, and presented through the use of tables. The statistical tool that
will be used is cluster sampling. It is a probability sampling method in which you divide a population into clusters. The
clusters should ideally each be a mini-presentation of the population as a whole. The study's findings mostly revealed
that grade 10 students have a positive attitude towards learning EFL.

Keywords : Attitudes and English as a Foreign Language (EFL)

INTRODUCTION

English is now widely used as a common language around the world. It may be a foreign tongue, but its
relevance is global. In most places in the world, English is spoken, read, and understood. People all across the world
communicate and belong to all of the world's shares because of this language. English is commonly acknowledged as
the preferred language for many worldwide intellectual journals.

The Longman Dictionary of Applied Linguistics and Language Teaching (2002, p.297) defines language
attitudes as follows: "the attitudes which speakers of different languages or language varieties have towards each
other’s languages or towards their own language." Expressions of positive or negative feelings towards a language
may reflect impressions of linguistic difficulty or simplicity, ease or difficulty of learning, degree of importance, elegance,
social status, etc. Attitudes towards a language may also show what people feel about the speakers of that language.
Language attitudes may have an effect on second language or foreign language learning. The measurement of
language attitudes provides information which is useful in language teaching and learning.

METHODOLOGY

Research Design

A descriptive research design was used in this study. This type of research involves collecting, analyzing,
and integrating quantitative data. Quantitative data consists of statistically analyzing scores collected on the
instruments. This type is used because it allows other sources to be considered, which will enable the researcher to
give a wider view of the factors affecting the attitudes of Grade 10 Bonifacio students towards learning English as a
foreign language in First City Providential College.

Research Objectives

This study will determine the Factors Affecting the Attitudes of Students Towards Learning English as a
Foreign Language at First City Providential College in conducting action research during the first semester of School
Year 2021. Specifically, this investigation endeavors to answer the following sub-problems:
1.What is the demographic profile of the respondents according to the following variables?

A. Age

B. Gender

2.Do grade 10 learners have attitudinal problems towards learning the English language, and what are the possible
factors that positively and negatively affect the grade 10 language learners' attitudes towards learning English?

3. How can the study's findings be used to help create an action plan to improve English as a Foreign Language
learning?

Data Collection Procedure

The researcher sought approval from the Dean of the College of Education for the survey questionnaire and
asked the respondents for their consent. The researcher asked permission from the English teacher of Grade 10
Bonifacio students and informed the students about conducting the survey. The researcher prepared a survey
questionnaire for the respondents, who were Grade 10 Bonifacio students at First City Providential College. The
survey questions were delivered to the respondents using Google Forms. Researchers used Google Forms to give
instructions before the survey questions to ensure that the items in the instrument were obvious to the students. The
responses were tabulated when the tools were obtained. In assuring the gathered data, the answers of students will be
the evidence that will support different thoughts based on their experiences or points of view.

Statistical Treatment of Data

After collecting the needed data, the researcher tabulates and analyzes the gathered information with the
help of statistical tools to see the outcome of the research based on the respondents’ answers to the survey
questionnaire. The tabular method of presentation was used where the primary data was obtained through the
questionnaires that had been collected, summarized, and presented through the use of tables. The statistical tool that
will be used is cluster sampling. It is a probability sampling method in which you divide a population into clusters. The
clusters should ideally each be a mini-presentation of the population as a whole.

SOP 1 : Results, Analysis and Interpretation of the Data

The grade 10 Bonifacio students of First

City Providential College, 71.9% were 15 years old,
and 28.1% were 16 years old. These results show
that the majority of the respondents were 15 years
old. The widespread belief that the younger the
better in second or foreign language learning is
partly grounded on observations of many English
teachers and experts all over the world.

The table number two reveals the

different ages of the respondents. 12 of the
respondents are composed of male students while
20 are composed of female students. Dealing with
factors influencing language learning, gender
differences, as one of sociocultural factors, has
been observed in language use. Research by
Moriam (2005) among Japanese and Bangladeshi
learners showed that there were some differences
speaking strategy used by either male or female
learners. Study in language learning belief and
gender has also been conducted by some
researchers.
SOP 2: Results, Analysis and Interpretation of the Data

As indicated in the above Table 3.1, for item

1, students were asked to report whether English is
the most interesting subject that they have in school,
and about 15.6 % of the respondents reported that
they strongly agree, 62.5 % agree, and 21.9 % of the
respondents are neutral. That means most students,
about 78.1%, have positive attitudes towards the
English language. From this, one can understand that
students are aware of the importance and status of
the English language, and they are probably
interested in other subjects given in Grade 10
Bonifacio if the English language is favorable for
them. For item 2, students were asked whether they
liked to learn English for the essence of living abroad.
21.9 % of the respondents replied that they strongly
agree, 37.5 % agree, 31.3 % have neutral responses,
and 9.4% disagree. That means about 59.4% of the
students are learning English to live abroad.

Thus, it sounds reasonable to say that

students might want to learn English for the purpose
of living abroad, that is, to have a social interchange
with the target language culture or to be bilingual. In
much the same way, Brown (2000, p. 181) explains
that students of the target language will have an
integrative motivation that is held by those who want
to join "the culture of the target language group and
become involved in social interchange in that group."

Table 3.2 contains three statements

concerning students’ attitudes towards the English
language learning situation, and for statement 2.1,
6.3% of the respondents reported that they strongly
agree, 37.4% of them agree, 43.8% of them have a
neutral response, and 12.5% of the respondents
reported that they disagree. From this, it sounds
reasonable to say that students’ learning of the
language might be determined by the target language
learning situations like the method that their teacher
uses to teach, the arrangements of seats, the learning
environment, and also the size of the classroom and
its cleanliness and dirt. It seems true to say that
students’ attitudes tend to be negative if these things
are not good, despite the fact that they like the target
language, which is the English language.

As shown in Table 3.2, 9.4% of the

respondents reported that they strongly agree, 68.8%
agree, and 21.9% have a neutral response. From this,
it is possible to conclude that students (0%) are not
interested in the way that the English language is
taught to them. And it is reasonable to deduce that if
the way the target language is delivered to students is
not attractive and interesting, they tend to be reluctant
to like the subject and learn it, and even learners
might not have negative attitudes towards the target
language (English).

Table number 3.3 contains five statements

regarding the attitudes of students towards their
English as a Foreign Language teachers, as shown
clearly. Statement 3.1 explains whether students were
interested in their English teacher’s method of
teaching, and 46.9% of the respondents indicated that
they strongly agree, 46.9% agree, and 6.3% have a
neutral response. The mean is 3.1. From this, it can be concluded that most students (93.8%) are interested in their
teacher’s teaching the subject. Whether it is directly or indirectly, one can understand that students are interested in
their teachers’ conduct. The teacher may be flexible, and s/he may be freer while the teaching-learning process is
taking place.

Table 3.4 contains four statements concerning

the attitudes of students towards the Grade 10 English
teaching materials. For statement 4.1, 9.4% reported that
they strongly agree, 46.9% agreed, and 43.8% had a
neutral response. From this, it is possible to understand
that if the teaching materials like English textbooks are
attractive and supported with different pictures, learners
are able to understand each and every activity properly.
In this regard, some language scholars like Tomlinson
(1998, p. 18) indicate that the use of authentic materials
makes target language learners very conscious and their
potential to learn the language tends to be increased
continuously.

In response to statement 4.2, approximately

6.3% of respondents strongly agree, 53.1 agree, and
40.6% have a neutral response.Thus, as indicated in the
table above, 93.7% of students have no negative
attitudes towards the words in the reading passages of
English textbooks. As indicated in the literature part, if
the lexical items used in the teaching materials are above
the level of learners, it would be difficult to understand
during the teaching-learning process.

Table 3.6 contains four statements regarding

the peer groups’ attitudes towards the learning of English
as a foreign language. Students were asked to show
whether their friends use English in their communication
so that it helps them improve their English proficiency
(item 6.1), and 15.6% of the respondents reported that
they strongly agree, 43.8% of them agree, 31.3% have an
neutral response, and 9.4% of the respondents indicated
that they disagree. From this, one can understand that
classmates’ communication through English has great
value for the development of students’ English proficiency,
which later determines their attitudes.

To generalize all the above responses given,

the cumulative mean for the above statements indicates
that students have positive attitudes towards their
classmates when learning English as a foreign language.
On the other hand, the way students’ classmates act, the
way they speak English, and the way they talk in the
school as well as outside can determine peer groups’
attitudes in a good manner. Indeed, literature supports
this idea.

SOP 3: Research Output

Proposal
Program on the use of EFL in the classroom, English as a medium of instruction and communication to promote
English learning in an English class.
Krashen’s Input Hypothesis

Learners must be exposed to target language data that they can access and comprehend with a low
affective filter that makes them accessible to the input (Ellis, 2003, p.45), also known as intelligible input, according to
Krashen's Input Hypothesis. According to Krashen, language acquisition occurs unconsciously, and contextual
information aids in language acquisition (as cited in Ellis, 2003, p.46). Long (1983) went on to say that comprehension
is critical for language learning, claiming in his Interaction Hypothesis that "modifications to the interactional structure
of conversation that occur in the process of negotiating solutions to communication problems help to make input
comprehensible to the learner" (Ellis, 2003). According to Gass and Varonis (1985), these altered interactions result in
more understandable input, which leads to increased acquisition (Gass & Varonis, 1985).

Conclusion

In light of the findings of the study, the following conclusions were drawn:

1. This study found that students have various reasons for using English as a foreign language in the classroom.
Participants in the online survey agreed that they sometimes used the first language to explain and ask about the new
ideas and concepts presented in English classes, to feel connected to their cultures, and when they felt they could not
find the correct word in English.
2. For the answers to most of the reasons in part one of the online survey, the participants chose to answer with
sometimes, suggesting that they did not have extreme reactions to most of the contexts presented. Participants in
previous studies (e.g., Kovacic & Kirinic; Sharma) also said they sometimes use their first language, and that they
would prefer to have their first languages used a little in the English classrooms.
3. Learners were both instrumentally and integratively motivated since most responses indicated that they wanted to
learn English to secure good jobs and to have a good profession in English (integrative). Students have positive
attitudes towards learning the English language; they know the status and importance of English; and they are
interested in learning school subjects in the English language.
4. While comparing to what extent the identified factors influence the attitudes of students towards learning English as
a foreign language, educational factors were found to be negatively affecting factors. The rest are almost all factors
that affect students’ attitudes positively. Social factors affect students’ attitudes positively. More specifically, they have
positive attitudes towards English-native speakers; their peer groups have positive attitudes towards learning English.
Students’ parents have positive attitudes towards learning English as a foreign language as well as towards their
children.

References

Ajzan, L. (1988). Attitudes, personality, and behaviour. Dorsey Press.

Baker, C. (1992). Attitudes and language. Multilingual Matters.

Benson, M. J. (1991). Attitudes and motivation towards English: A survey of Japanese freshmen. RELC Journal, 22(1),
34–48. https://doi.org/10.1177/ 003368829102200103

Gardner, C. R., & Lambert, E. W. (1972). Attitudes and motivation in second language learning. Newbury House
Publishers.

Getahun, A. (1997). The attitude of secondary school students towards school and subject matters [Unpublished MA
Thesis]. Addis Ababa University.

Macnamara, J. (1973). Attitudes and learning a second language (W. S. Roger & W. F. Ralph, Eds.). Georgetown
University Press.

Authors’ Background

Name School Email Position (Prof Research Personal

Assoc., Prof., Field Website
etc.)

Mary Joy A. First City [email protected] Student Presenter None

Gardanozo Providential
College