Research

1. FACTORS INFLUENCING THE ATTITUDES TOWARDS
ENGLISH LANGUAGE LEARNING AMONG SECOND YEAR
COLLEGE OF TEACHER EDUCATION STUDENTS MAJOR
IN ENGLISH OF NUEVA VIZCAYA STATE UNIVERSITY
BAMBANG CAMPUS
Mary Fe Joy M. Corcuera / Gwyneth Denice B. De Leon
Veronica S. Dumanop / Allysa Kate R. Gambol / Gladys D. Ganceña
RESEARCHERS

2. Research Agenda
Project Activities
Instruction and
curriculum
development
 Classroom management
 Pedagogical competence
and management of
learning
 Curriculum
enhancement and
development
 Assessment and
evaluation of Learning

3. Background of the Study
There are many factors that influence
students’ attitudes to learn English. These
factors serve as motivation, inspiration, or
even as a standard. Studying the language
itself is not enough for an individual to fully
master ‘that specific language’. One needs
to be exposed to a place where that ‘specific
language’ is being used on daily basis.
INTRODUCTION

4. Background of the Study
According to Ahmed (2015), students from
various fields have differing attitudes toward
English language learning in terms of usage
domains and learning skills focus,
demonstrating that a single curriculum or
teaching methodology is inadequate.
The learners' attitude is critical in
maximizing learning and teaching output in the
changing scenario of language teaching theories
and methodologies, where the learners, rather
than the teachers, are gaining a central position.

5. Conducting the research on Factors
Influencing the attitudes towards English
Language Learning Among Second Year College
of Teacher Education Major in English Students
of Nueva Vizcaya State University- Bambang
campus helps the students, mentors, and
researchers know the attitudes of each student
in mastering and understanding the uses of the
language’s structure. From this research, one
can find their answer on their struggle of
learning the English language.
Background of the Study

6. Statement of the Problem
1. What is the respondents’ perception on their
motivation, personality, experience and native language
as factors influencing their attitudes towards English
language learning?
2. What is the respondents’ perception on their attitudes
towards English language learning?
3. Do the respondents’ perception on their motivation,
personality, experience, and native language and their
attitudes towards English language learning relate
significantly?

7. Significance of the Study
• A positive attitude of a student gives relaxation, focus
and absorption of information as they learn. It
welcomes new experiences and recognize many
different kinds of learning opportunities. To achieve
these, they need to know the factors that influence
their attitudes. This study therefore sought to provide
sufficient information on the factors influencing the
attitudes towards English language learning among
second year College of Teacher Education major in
English students of Nueva Vizcaya State University-
Bambang Campus. The findings may be deemed
significant and beneficial specifically to the
respondents, faculty, school administrators, curriculum
planner, and future teachers.

8. Scope and Limitations
• The four factors of the study are the following:
motivation, personality, experience, and
native language. This study is confined to the
43 second year BSEd major in English students
enrolled under the program of the College of
Teacher Education at Nueva Vizcaya State
University, Bambang Campus for the second
semester, academic year 2021-2022.

9. Research Design
RESEARCH METHODOLOGY
In the case of this study, the identified
problem was determining the factors
influencing the attitudes towards English
language learning among the second year
students establishing the correlation of the
variables with each other, and the significant
relationship that may exist within the
variables. Hence, a quantitative research
design was used.

10. Research Method
The descriptive correlational method was used in this
study because the correlation between the
independent and dependent variables, motivation,
personality, experience, and native language and
attitude, as well as the interrelationships between and
among the components of the two were undertaken.
Correlation statistical test is used by the researchers to
analyze the degree of association (or relationship) of
variables or set of scores, (Arikunto, 2007). This implies
that the researchers in the study did not attempt to
control or manipulate the variables in the study.

11. Respondents of the Study
In this research study, the respondents
were selected following the purposive technique
under non-probability sampling.
Population and the percentageof respondents in the study
Population Respondents Percentage
34 30 88%

12. Data Gathering Procedure

13. Research Instruments
The researchers will use a survey
questionnaire to gather the data using Likert
Scale to measure the indicators per factors
influencing the attitudes towards the English
language learning of the respondents. The
questionnaire will contain the indicators on the
factors such as the motivation, personality,
experience, and native language while the
second part will be all about the respondents’
attitudes towards English language learning.

14. Research Instruments
The questionnaire on Motivation was
format of Gardner’s Attitude/ Motivation Test
Battery where in the five items present the
instrumental motivation. For our personality
factor, this research study utilizes the Big Five
factor model of Personality traits in an effort to
accurately measure the respondents’ personality.
The Big Five factor model of personality type
builds on the works of Raymond Cattell, and
Hans Eysenck based on Goldberg’s five
dimension personality model.

15. Research Instruments
On the other hand Experience factor was
adopted from the Attitude Questionnaire Test
employed by Boonrangsri, Chuaymankhong,
Rermyindee, and Vongchittpinyo (2004). While
the design of the administered questionnaire
for the factor Native Language conforms to the
accepted standards (Dornyei, 2010). In this
study, the same questionnaire was
administered as used by other researchers
(Kavaliauskiene, Kaminskiene, 2007).

16. Statistical Tools
Mean. This was used to determine the perception of
the respondents towards their factors influencing
the attitudes towards English language learning.
Standard Deviation. This measures the dispersion
of factors indicator and its relation to the mean
score.
Pearson’s Correlation Coefficient. This was used to
identify the significant relationship between the
factors and the attitude towards English language
learning of the respondents.
The reference for significance was pegged at a 0.05
level of significance.

17. Results
Problem 1
What is the respondents’ perception on their motivation, personality,
experience and native language as factors influencing their attitudes
towards English language learning?
Factors Mean SD Qualitative Description
Motivation 3.46 0.68 Very High
Personality 2.82 0.76 Positive
Experience 2.89 0.74 Positive
Native Language 2.65 0.70 Agree
Description of the respondent’s perception of their motivation, personality,
experience and native language as factors influencing the attitudes towards
English language learning.

18. Results
Problem 2
What is the respondents’ perception on their attitude towards English
language learning?
Indicators Mean SD Qualitative
Description
1. I think that learning English
will improve my personality. 2.93 0.78 Positive
2. I think that learning English
will help the growth of my mind. 3.30 0.70 Highly Positive
3. I think that learning English
will help me in promoting
advocacies.
3.17 0.70 Positive
4. I think that learning English
will open more job opportunities for
me.
3.50 0.57 Highly Positive
5. I think that learning English
will help me in higher academic
achievements.
3.07 0.69 Positive
Description of the Respondent’s Perception of their Attitudes Towards English
Language Learning.

19. Results
Problem 2
What is the respondents’ perception on their attitude towards English
language learning?
Description of the Respondent’s Perception of their Attitudes Towards English
Language Learning.
6. I like to be able to listen and
understand everyday English. 3.30 0.70 Highly Positive
7. I like to learn English through
‘grammatical rules’ and ‘vocabulary
memorization.
3.13 0.68 Positive
8. I think that ‘listening, speaking,
reading, writing’ are all important in
learning English.
3.73 0.68 Highly Positive
9. When I speak English, the fear of
making grammatical mistake has great
influence on me.
3.37 0.76 High Positive
10. I think that being able to actually
communicate with the foreigners in
English is a very basic purpose of
English.
2.97 0.93 Positive
Grand Mean 3.25 0.70 Highly Positive

20. Results and Discussions
Problem 3
Do the respondents’ perception on their motivation, personality, experience,
and native language and their attitudes towards English language learning
relate significantly?
Attitudes Towards English Language Learning
Factors Pearson r P-value Remarks
Motivation .611** .000 Significant
Personality .676** .000 Significant
Experience .534** .002 Significant
Native Language .459** .011 Significant
Relationship between the respondents’ motivation, personality, experience,
and native language and their attitudes toward English language learning.

21. Significant Findings
1. The combined mean of the factors was
pegged at a grand mean of 2.80 qualitatively
described as high. Specifically, motivation
(x=2.82); personality (x=2.82); experience
(x=2.89); and native language (x=2.65).
2. The perception of the respondents on their
attitude towards English language learning is
substantiated by the grand mean of 3. 25, which
is qualitatively described as highly positive.

22. 3. The relationship between the respondents’
motivation, personality, experience, and native
language and their attitudes toward English language
learning was found significant, with the p-value of
.611**, .676**, .534**, and .459**, respectively, all of
which are lower than the 0.05 level of significance.

23. Conclusions
1. The factors such as motivation, personality,
experience, and native language were perceived
highly by the respondents.
2. The attitude towards English language learning of
the respondents is perceived highly positive.
3. The factors provided bear relationship with the
respondents’ attitudes towards English language
learning.

24. Recommendations
1. The respondents are encouraged to give attention to their
factors such as motivation, personality, experience, and native
language to meet the needs in attaining the best attitude
towards learning the English language.
2. Considering the respondents’ claim that they have highly
positive perception on their attitudes towards English language
learning, they are still encouraged to seek assistance from their
teachers, relatives, and friends in their attitudes to maintain that
level as they pursue their higher level of education.

25. 3. Because the assumption that the factors and
attitudes towards English language learning is relative
as proven by the respondents, they may still, together
with the faculty, school administrators, and curriculum
planners undergo benchmarking activities through
seminar workshops, programs, and others in gaining
knowledge and strategies that may benefit all parties in
influencing the attitudes towards English language
learning.

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