Correlates Of Attitude And Factors Towards Learning English As A Foreign Language (EFL) Among Senior High School Students: An Assessment

Abstract

Effective communication in English serves as string that connects our global society; therefore, without it, life would be wretched. Fluency in the English language is a key to one’s success in life in this modern era (Gomleksiz 2010); hence, insufficiency in linguistic knowledge and skills deter one’s goal in reaping successful and fulfilling life. This descriptive-correlational study determines the factors associated with the attitude of senior high school students towards learning English as a Foreign Language (EFL). It employed mean, standard deviation, Pearson’s r, t-test, and one-way ANOVA in the treatment of data. The results indicated that learners perceived themselves with high extent of attitude towards learning EFL. Teacher, learner, classroom, school, parents, and curriculum design perceived as moderately influenced EFL learning. Variables gender, age, parent’s average monthly income, parent’s educational attainment, and school type do not significantly intervene in ways how learners perceived the extent of attitude towards the factors affecting EFL learning. Meanwhile, attitudes towards EFL learning are positively correlated with factors affecting EFL learning performances. This study concludes that learners construct meanings through social interactions and interaction with the supportive learning environment.