JoLIE 14:2/2021
ATTITUDES TOWARDS LEARNING ENGLISH AS A FOREIGN LANGUAGE
Adela Mašić
International Burch University, Sarajevo, Bosnia and Herzegovina
Senad Bećirović
International Burch University, Sarajevo, Bosnia and Herzegovina
Abstract
In the environment of ongoing changes in the theory and methodology of teaching, students have a central role, and their attitudes are essential in improving teaching and learning outcomes. It is believed that a learner’s attitude towards learning languages directly determines their success or failure in learning a language. This research aims to examine high school students' attitudes towards learning English as a foreign language and how these attitudes influence their achievement. The research sample consisted of 206 Bosnian high school students attending all four high-school grades. The questionnaire was used to collect the necessary data on attitudes toward learning English as a foreign language. The MANOVA results showed that gender, age, GPA and GPA in English have a statistically significant effect on the combined dependent variables of students' attitudes towards learning English as a foreign language. Additionally, the results indicated that language attitudes are a significant predictor of the students' overall achievement in learning English as a foreign language. Therefore, understanding learners' attitudes will help both teachers and curriculum developers design programs that meet the objectives and improve students' academic achievement.
Keywords: Attitudes; Age; Gender; Grade level; GPA; Achievement.
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How to cite this article: Mašić, A. & Bećirović, S. (2021). Attitudes towards learning English as a foreign language. Journal of Linguistic and Intercultural Education – JoLIE, 14(2), 85-106. doi: https://doi.org/10.29302/jolie.2021.14.2.5
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