ATTITUDE TOWARDS ENGLISH LANGUAGE LEARNING AMONG HIGH SCHOOL

STUDENTS

Author: * Ms. J. Monica Joycee Co-author: ** Ms. M. Nagarani

ABSTRACT
A study was aimed to investigate the high school students’ attitude towards learning
English language learning. A standardized questionnaire was administered in the form of
normative survey to 30 high school students and the sample was selected randomly from high
and higher secondary schools in Dindigul district to collect their attitude towards learning
English language. The investigators have adopted the English Language Learning Attitude Scale
(ELLAS) by Kharmalki, A. (1999). The results revealed that there is a significant difference
based on the gender and locality of the school. Hence it was concluded that more classroom
activities in the study of English enhance pupils’ attitude to learn English.
Key words: Attitude, English Language Learning and High School Students.
INTRODUCTION
Education is the powerful weapon which facilitates to change the behavior of the child
according to the requirement and anticipation of the society. Student’s attitude is an essential part
of learning and that it should, therefore turn out to be essential parts of language learning
pedagogy. Attitudes toward learning are believed to influence behaviors such as selecting and
reading books and speaking in a language. Especially in education, if the students have positive
attitude towards any subject, they can achieve many things in that specific area. There is an
interaction between language learning and the environmental components in which the students
were grown up. Both negative and positive attitudes have a strong impact on the success of
language learning.
SIGNIFICANCE OF THE STUDY
Attitude is an important constituent of behavior of a learner. One’s behavior is largely
depends on one’s attitude towards ideas, persons or substance in one’s surroundings.

*First Year B.Ed., Student, Department of English, Peniel Rural College of Education, Vemparali,
Natham, Dindigul (Dt).
** First Year B.Ed., Student, Department of English, Peniel Rural College of Education, Vemparali,
Natham, Dindigul (Dt).

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 One of the most cherished objectives of teaching is to build up attitudes in children
towards what they learn and do. People involved in language teaching often say that students
who really want to learn will succeed whatever the circumstances in which they study. In the
changing circumstances of language teaching theories and methodologies, where the learners,
rather than the teachers, are gaining a central position, learners’ attitude plays a vital role in
maximizing learning and teaching output. Learners’ attitude can be defined as a collection of
feelings regarding language use and its status in the society. The feelings are good, bad and
neutral. They can nurture or hinder the learning process effectively. The successful language
learning enhances the learners to identify themselves with the native speakers of that language
and acquire or adopt various aspects of behaviors which characterize the members of the target
language community.
It has become imperative to study the level of students’ attitude towards English language
learning as it has become a main subject of competency. As a subject it has become a pivotal in
the education system. It is also important to study the methods and approaches in learning
English. High school period is an important stage to the students to face lot of competition and it
is a gate way for them to enter into the higher studies. So they are aware of the importance of
English, how it is mainly helpful to them to do well in the academic study and their professional
life in future. Hence the investigator has made an attempt in this study.
OBJECTIVES
1. To find out the level of attitude towards learning English language learning of high school
students.
2. To find out the level of attitude towards learning English language learning of high school
students with regard to gender.

3. To find out whether there is any significant difference between attitude towards learning
English language learning with regard to gender.

HYPOTHESES
Ho1: There is no significant difference between attitude towards learning English language
learning with regard to gender.
METHOD USED
Survey is a fact finding study. John W. Best (1986) states that “The survey method
involves interpretation, comparison, measurement, classification, evaluation and generalization.
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All directed towards a proper understanding and solution of significant educational problems”.
So the researcher has chosen survey method to study the “Attitude towards Learning English
Language Learning of High School Students”.
POPULATION AND SAMPLE
The population of the present study consists of students those who are studying in middle
and high schools of Dindigul district, Tamilnadu. The investigator has used simple random
sampling technique for selecting the sample from the population. The sample consists of 30 high
school students. (Best, 1992).
TOOL USED
This study is aims to evaluate the attitude towards English language learning of high
school students. The investigator has adopted the attitude towards learning English language
learning scale. The tool was adopted from Kharmalki, A. (1999). The scale consists of 22
statements which aim at eliciting the opinion of Tamil students on certain aspects of English
Language Learning like their attitudes towards learning words, sentences, pronunciation and
pronunciation.
STATISTICS TECHNIQUES USED
Percentage analysis and ‘t’ test were used in this study.
ANALYSIS OF DATA
Table 1
Level of Attitude towards English Language Learning OF HIGH SCHOOL STUDENTS
Low Moderate High
Dimensions
N % N % N %

Learning Words 3 10.0 21 70.0 6 20.0

Learning Sentences 3 10.0 22 73.3 5 16.7

Pronunciation 9 30.0 17 56.7 4 13.3

General Attitude 3 10.0 25 83.3 2 6.7

Attitude towards ELL 3 10.0 23 76.7 4 13.3

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 Table 2
Level of Attitude towards English Language Learning of High School Students with regard to
Gender
Low Moderate High
Dimensions Gender
N % N % N %

Male 3 15.0 13 65.0 4 20.0

Learning Words
Female 0 0.0 8 80.0 2 20.0

Male 2 10.0 13 65.0 5 25.0

Learning Sentences
Female 1 10.0 9 90.0 0 0.0

Male 4 20.0 13 65.0 3 15.0

Pronunciation
Female 5 50.0 4 40.0 1 10.0

Male 3 15.0 16 80.0 1 5.0

General Attitude
Female 0 0.0 9 90.0 1 10.0

Male 3 15.0 15 75.0 2 10.0

Attitude towards
ELL
Female 0 0.0 8 80.0 2 20.0

Table 3
There is no significant difference between English language learning with regard to their
gender

Dimensions Calculated Remarks

Category Count Mean S.D
‘t’ value at 5% level

Male 20 13.25 1.970

Learning Words 0.903 NS
Female 10 13.90 1.595

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 Learning Male 20 14.00 2.248
0.721 NS
Sentences Female 10 13.50 1.509

Male 20 25.90 2.614

Pronunciation 0.584 NS
Female 10 25.30 2.669

General Attitude Male 20 20.00 4.205 1.991 S

Female 10 22.10 1.595

Attitude towards Male 20 73.15 6.483

0.339 NS
ELL Female 10 73.80 3.967
(At 5% level of significance the table value of ‘t’ is 1.96) (S - Significant, NS - Not Significant)

RESULTS AND DISCUSSION

 The table 1 reveals that 20.0% of high school students have high in the dimension of learning
words, 16.7% of high school students have high in the dimension of learning sentences and
13.3% of high school students have high in the dimension of pronunciation, 6.7% of high
school students have high in the dimension of general attitude and 13.3% of high school
students have high in the overall attitude towards ELL.
 Table 2 reveals that 20.0% of male and 20.0% of female high school students have high in
the dimension of learning words, 25.0% of male and 0.0% of female high school students
have high in the dimension of learning sentences and 15.0% of male and 10.0% of female
high school students have high in the dimension of pronunciation, 5.0% of male and 10.0%
of female high school students have high in the dimension of general attitude and 10.0% of
male and 20.0% of female high school students have high in the overall attitude towards
ELL.
 Table 3 reveals that there is significant difference between male and female high school
students in their general attitude. While comparing the mean scores (mean=20.0) of male and
(mean=22.10) female high school students. The female high school students are better than
the male high school students in their general attitude of English language learning. This may
due to the fact that the female high school students have a chance of higher participation in

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 all the activities. They don’t have any hesitate and shyness to join any other activities. They
give more important to studies.
RECOMMENDATIONS
The following measures to be taken to improve the male high school students.
 Spoken English classes and other effective programmers should be conducted regularly.
 Group study can be encouraged to the students.
 Educators and parents should always encourage learners to read materials written in
English like newspapers and magazines.
CONCLUSION
Success or failure plays a vital part in the motivational drive of a student. Both complete
failure and complete success may be de-motivating. It will be the teacher’s job to set goals and
tasks at which most of his or her students can be successful. The success and the failure of any
system depend upon the attitude of those involved in the system and students are the major part
of the whole educational endeavor. It is necessary to put lessons on listening and speaking in the
mainstream English language curriculum.
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Best J. W. & Khan J. V. (1992). Research in education. New Delhi: Prentice Hall India Pvt. Ltd.

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Gardner, R. & Lambert, W. (1972). Attitudes and motivation in second language learning. Rowley, MA:
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