English Language Learning in the 21st Century Classroom: An Attitudinal Investigation among University Learners
Franklin Jose A. Butial
Zamboanga Peninsula Polytechnic State University, Zamboanga City, Philippines
Abstract
In the increasing age of globalization, learning English is often regarded as a crucial skill for academic and career success. Thus, attitude plays a vital role in the process of learning a language as it can significantly influence language learning outcomes in consideration of the three existing dimensions—behavioral, cognitive, and affective. Yet, this area of research, which centers on the learners themselves, appears to be underexplored. This quantitative study aimed to investigate the level of attitude of the respondents in learning English across gender, program disciplines, and specialization using the attitudinal instrument towards learning English of Abidin et al. (2012) among 272 freshmen learners. Additionally, it examined whether significant differences exist when the variables are grouped by gender, program discipline, and specialization. The results revealed that respondents generally show ‘positive’ to ‘very positive’ attitudes towards learning English across genders, program disciplines, and specialization. Significant differences exist when learners who learn English are grouped according to gender and specialization for both cognitive and affective dimensions. However, no significant difference was found in the affective dimension. As a final point, no significant difference was identified in learning English when data were grouped to program disciplines. It is imperative to acknowledge how learners view the English language since their manifestation can affect their learning behavior. Based on the findings, it is recommended that teachers should elevate learners’ attitudes by breaking learning barriers through immersing and providing students with authentic and innovative content instruction.
Keywords: 21st Century Learning; English Language Learning Attitude; Program Disciplines; Specialization
References
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