Second Language Learners’ Behavioral, Cognitive, and Emotional Attitudes Toward the Language and Their Second Language Competencies

Abstract

This paper aimed to determine the respondents’ attitudes toward English language learning and how these affect the level of their second language competencies utilizing a descriptive-correlational method of research. Three hundred eight five (385) respondents from the different public and private Senior High Schools answered a researcher-made questionnaire that underwent reliability testing and validation. The findings revealed that the respondents have positive behavioral, cognitive and emotional attitudes toward English language learning and they have good second language competencies in terms of reading, writing, speaking, listening and viewing. Thus, it was also found that positive behavioral, cognitive and emotional attitudes toward English language learning resulted to good level second language competencies of the senior high school students. Good attitudes and feelings are needed to raise the efficiency of the students in language learning classes. The result made the researcher suggest that language teachers may continuously enhance the positive attitudes and perceptions of the students toward the language to further improve their macro-skills.