World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp. 175-201
Author
KAREN S. ARIAS
Teacher II, Pura Central High School
Graduate Student, Master of Arts in Education Major in English
Tarlac State University
ABSTRACT
This study used a quantitative descriptive-correlational design to investigate Grade 8 learners’ attitudes toward English, the factors shaping these attitudes, and the challenges they face. Data were collected through validated surveys and analyzed using descriptive statistics and Pearson’s correlation. Results revealed that students demonstrated a generally positive attitude toward English language learning across three aspects: cognitive (M = 3.81), affective (M = 3.63), and behavioral (M = 3.43), indicating that students recognized the importance of English and exhibited favorable feelings and constructive learning tendencies toward the subject. The analysis further showed that personality, educational, and social factors influenced learners’ attitudes at varying levels, with parental support and teacher-related factors emerging as notable influences. Moreover, students experienced challenges related to mental and emotional barriers, such as anxiety and fear of making mistakes, socio-economic constraints, L1 interference, limited speaking skills and interaction, and learning environment concerns. Among these, psychological factors were identified as the most evident challenge. Statistical tests revealed a significant relationship between students’ attitudes and the identified influencing factors, suggesting that personality, educational, and social variables were associated with students’ attitudes toward English. A significant relationship was likewise found between students’ attitudes and the challenges they encountered, indicating that the presence of greater challenges corresponded to variations in attitude. Based on these results, the study concluded that positive attitudes and beliefs did not automatically translate into active communication due to psychological barriers. To address this, the researcher developed S.P.E.A.K. UP!, an English language assistance program designed to lower anxiety and build communicative confidence. The study recommends that educators shift their focus from grammatical precision to creating psychologically safe environments that encourage linguistic risk-taking and reduce cognitive reliance on translation.
Keywords: Language Attitudes, Challenges, Factors, English Language Learners (ELL), Language Assistance Program
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