Pecajas-rommel-1_2.pdf

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ENGLISH LANGUAGE EXPOSURE AND STUDENTS’ ATTITUDES TOWARDS LEARNING THE ENGLISH LANGUAGE

A Thesis Presented to The Faculty of the Professional Schools University of Mindanao Davao City

In Partial Fulfillment of the Requirements for the Degree Master of Arts in Education Major in Teaching English

ROMEL M. PECAJAS

March 2017

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APPROVAL SHEET

Thisthesis entitled “ENGLISH LANGUAGE EXPOSURE AND STUDENTS’ ATTITUDES TOWARDS LEARNING THE ENGLISH LANGUAGE”, prepared by Romel M. Pecajas, in partial fulfillment of the requirements for the degree, Master of Arts in Education major in Teaching English,has been examined and is hereby recommended for approval and acceptance. ALVIN O. CAYOGYOG, PhD Adviser

PANEL OF EXAMINERS APPROVED by the Panel of Examiners on Oral Examination with a grade of PASSED. EUGENIO S. GUHAO, JR., DM Chairperson

MARY ANN E. TARUSAN, PhDANA HELENA R. LOVITOS, PhD Member Member

GLORIA P. GEMPES, EdD, DM, PhD, SFRIRes Member ___________________________________________________________________ ACCEPTED in partial fulfillment of the requirements for the degree, Master of Arts in Education major in Teaching English. Comprehensive Examination:PASSED PEDRO B. SAN JOSE, HD, hc Chief Academic Officer March 2017

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ACKNOWLEDGMENT The researcher is incredibly grateful for the wonderful people he encountered in the pursuit of this professional goal for without them, this academic paper would not be realized. The idea for this thesis stemmed from a childhood dream with hisparents whose guiding hands gently steered him to a place where he could follow his dream. To this end, heis eternally indebted to his family in the person of Mr. Rolly M. Pecajas, Mrs. Carmelita M. Pecajas, and Alvin M. Pecajas for the love and support as well as to the following: To Dr. Alvin O. Cayogyog, his adviser, whose persistence for excellence was instrumental in helping him to complete this journey and whosescholarly advice, time, and ongoing support throughout this experience ultimately strengthened hisresearch; To the Panel of Examiners: Dr. Eugenio S. Guhao, Jr., Chairman; Dr. Gloria P. Gempes; Dr. Ana Helena R. Lovitos; Dr. Mary Ann E. Tarusan; members, for their willingness to strengthen the research program of the school through encouragement and guidance they offer to the researcher that made this study possible; To Dr. Jocelyn B. Bacasmot, for her patience in understanding the content and for meticulously checking the manuscript; To the Schools Division Superintendent of the Division of Davao, school principals, teachers,and students for the consideration to continue and complete this study; To hisrelatives, colleagues, and friends for the words of encouragement, inspiring support and enormous motivation;

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Finally, the researcher is eternally grateful to our Almighty God for the gift of life, love, wisdom, good health and for all the blessings and support He extended. From day one, He championed this pursuitwith purpose and finesse. The artistic direction along with the good-hearted proddingallowed him to succeed and realize this achievement.

R.M.P.

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ABSTRACT

This study dealt on English language exposure and students’ attitudes towards learning English language. The primary goal of this study was to determine which domain of English language exposure best influence students’ attitudes towards learning English language utilizing quantitative non-experimental study with 358 Grade 10 students from the four National High Schools in Davao City. Two adopted questionnaires validated by the experts were used in gathering the data. Mean, Pearson-r, and Regression were the statistical tools used for the data treatment employing correlation technique. The overall result disclosed a moderate level of English language exposure. The study also unveiled that all indicators of students’ attitudes towards learning English language manifested high attitudinal levels. Furthermore, study revealed that there was a significant relationship between two measures. Moreover, it was revealed that among the indicators of English language exposure only home, school, and media were found to be significant predictors of students’ attitudes towards learning English language. However, as it came out in the study, the domains that best influence students’ attitudes were home and media. This study implies that learners require meaningful exposure in the target language especially at home and in media to attain affirmative attitudes towards learning the English language.

Keywords: education, English language exposure, students’ attitudes, Philippines

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TABLE OF CONTENTS

TITLE iAPPROVAL SHEET iiACKNOWLEDGMENT iiiABSTRACT v TABLE OF CONTENTS LIST OF TABLES

vi ix

LIST OF FIGURES xDEDICATION

xi

Chapter 1

Page INTRODUCTION Rationale

1

Research Objectives

3

Hypothesis

4

Review of Related Literature

5

Theoretical Framework

26

Conceptual Framework

28

Significance of the Study

31

Definition of Terms 2

33

METHOD Research Design

34

Research Locale

34

Population and Sample

36

7

Research Instrument

37

Data Collection

39

Statistical Tools

41

Ethical Considerations 3

4

41

RESULTS Level of Students’ Exposure in Learning English Language

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Level of Students’ Attitudes towards Learning English Language

46

Correlation between Measures

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Regression Analysis of English Language Exposure on Students’ Attitudes towards Learning the English Language

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DISCUSSION English Language Exposure

50

Students’ Attitudes towards Learning the English Language

55

Correlation between Measures

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Regression Analysis of English Language Exposure on Students’ Attitudes towards Learning the English Language

REFERENCES

61

Conclusion

62

Recommendations

64

67

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APPENDICES A

Research Instruments

B

Letters of Request to Expert Validators

C

Validation Rating Sheet of Expert Validators

90

D

Summary of Validators’ Ratings on the Questionnaire

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E

UMERC Compliance Certificate for Study Ethics Protocol Review

98

F

G

79 84

Endorsement Letter from the Dean to the Schools Division Superintendent of the Division of Davao City

100

Endorsement Letter from the Schools Division Superintendent of the Division of Davao City

103

H

Letters to the Principals

I

Certificate of Appearance

J

Statistical Tables

K

Turnitin (Plagiarism Checker) Result

123

L

Grammarian’s Certificate

127

CURRICULUM VITAE

105 110 115

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LIST OF TABLES

Table 1

2

3

4

Page Level of Students’ Exposure in Learning English Language

46

Level of Students’ Attitudes towards Learning English Language

47

Significance on the Relationshipbetween English Language Exposureand Students’ Attitudes towards Learning English Language

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Significance of the Influences of English Language Exposure on Students’ Attitudes towards Learning English Language

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10

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LIST OF FIGURES

Figure 1 2

Page Conceptual Framework of the Study Map of the Philippines highlighting the Metropolis of Davao

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35

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DEDICATION

With love and respect,this humble hard labor is heartily dedicated toGOD who is the source of love, courage, wisdom and strength, to my beloved parents,fortheir undying support,to my brother, friends and mentors,who serve as my strength and inspiration tofinish this painstaking academic research.This started with a dream which is now a reality.

R.M.P.

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Chapter 1

INTRODUCTION

Attitudes in language learning considered as the keystone and core element of human presence had been a focus of debate many years ago (Tavil, 2009; Willems, 1987; & Wright, 2009a). The corporeality of learner’s attitude is recognized as one of the utmost significant element that influences language learning. However, the deteriorating attitude of students towards language learning is one of the pressing problems that academic institutions must consider and ponder (Fakeye, 2010). Kara (2009) identified that attitudes towards learning the language apart from beliefs and views have an evident impact on learners’ behaviors and latterly on their language task or achievement. Victoriand Lockhart (2015) added that those students who are way below exposed to language learning have a tendency to obtain low cognitive attainment, class anxiety, and detrimental attitudes. Kara (2009) noted that students in many English classes nowadays show undesirable attitudes which have greatly affected their language achievement and subsequently their performance. Such pressing problem is due to poor exposure of learners in the language in any linguistic environment, may it be in school or at home. Empirical studies unveil that attitude is one of the vital rudiments for language learning (Karahan, 2007; Starks &Paltridge, 1996). Learner’s attitude is a fundamental fragment of acquiring and learning a language and that it should, therefore, become an indispensable element of second language learning teaching

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(Gajalakshmi, 2013). Oroujlou and Vahedi (2011) remarked that students’ attitude is vital in providing prime stimulus to launch English language learning and later the core reason and motivation to withstand the extensive and often dreary language learning route. Dearth of consideration to this aspect can lead to inadequacies in learning the English language. As English is shifting to a more global language, it is also turning to associate with students’ attitudes towards learning it in various ways. Attitude is a ductile thing and it can be reformed overriding to numerous external as well as internal character aspects of an individual (Rukh, 2014). In foreign linguistic erudition perspective, there are countless elements that impact on the attitudinal learning procedure, one of which is exposure to the target language (Shams, 2010). In the international arena, particularly in Libya, students’ evident adverse attitude concerning English may lead to surmise that they are rarely exposed to and be mindful of the significance of English and absorb it as an obligatory subject to learn (Abidin, Pour-Mohammdi, &Alzwari, 2012; Rico, 2009). Nowadays, poor attitudes of high school students in their language classes in Davao City are usually observed wherein students feel stupid because they mispronounced a word due to the influence of watching TV shows; wrongly constructed a sentence which was based on what they have read; could not express an idea to their teachers and switch to the mother-tongue language just like some of the TV personalities as their last resort. It is very evident that student’s poor exposure to English for these particular reasons or exposures truly affect their attitudes towards language learning (Lifrieri, 2012).

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However, despite the many studies conducted showing the influence of English language exposure and students’ attitudes towards learning the English language (Al-Omrani, 2009; Erpelo, 2012; Sebastido, 2009), I have not come across of the same sort published in the Philippines. Furthermore, this research regarding students’ language attitudes might yield vast pieces of material that are treasured in shaping their possible exposures and in gauging students’ attitudes in many ways – one of which is towards learning English language. The call to respond the deteriorating student’s attitudes towards learning English language as one of the pressing problems in our educational landscape persuades this study to identify other variables such as exposures to home, friends, school and media that may influence students’ approach towards learning the said language. This study of determining the English language exposure in relation to students’ attitudes towards learning the English language is expected to provide important information in recognizing the extent and type of their exposure and attitudes. The possible outcomes and findings of this study could help the educational institutions to work toward an improvement of their student’s possible language exposures and enhance student’s attitudes towards English language learning at the very significant stage of their Junior High School life.

Research Objectives This study aimed to determine which domain of exposure to English language best influence students’ attitudes towards learning English language. Specifically, it sought to attain the following objectives:

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1. To describe the level of students’ exposure in learning English language in terms of: 1.1

Home,

1.2

Friends,

1.3

School, and

1.4

Media.

2. To assess the level of students’ attitudes towards learning English language in terms of: 2.1

Behavioral Aspect,

2.2

Cognitive Aspect, and

2.3

Emotional Aspect.

3. To determine the significant relationship between English language exposure and students’ attitudes towards learning English language; 4. To determine which domain of exposure to English language bestinfluence students’ attitudes towards learning English language.

Hypothesis The null hypotheses that were tested at 0.05 level of significance were the following: 1. There is no significant relationship between exposures to English language and students’ attitudes towards learning English language.

2. There is no domain in exposures to English language that significantly influence the attitudes of students towards learning English language.

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Review of Related Literature This part presents the readings relevant to the study. The order of the presentation is in accordance to the variables of the study which are the English language exposure and students’ attitudes towards learning the English language. The English language exposure according to Magno (2009) has the following indicators, namely: home, friends, school, and media. The attitudes towards learning English language according to Abidin, Pour-Mohammadi, andAlzwari (2012) has the following indicators, namely: behavioral aspect, cognitive aspect, and emotional aspect.

English Language Exposure Innumerable variables impact English language learning. One of the noteworthy factor is exposure to the language itself through home, friends, school, and media. Learners with added exposure to the target language through these mediums are anticipated to obtain affirmative attitude and better understanding of English language. Language exposure is important to language learning and the sort. Stance of language ability that springs from the language learning development is almost exclusively determined by a learner’s experience on the language (Lubega, 2009). Notable researches have exposed that exposure to English language is one of the substantial features that can boost language acquisition and ability. Jia (2013) discovered that students’ ability and learning in the second language escalate as they experience rich language environments. Supporting the idea ofJia (2013), Castello (2015) elucidates that through exposure a person is immersed in a language

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acculturation process, thus attaining the values, knowledge, social and attitudinal skills essential in learning a second language. Lubega (2009) states that linguistic environment could be a formal or informal one. A student who has experienced the target language in formal linguistic environment will reach an inferior level of expertise in the language than one who has had formal and informal experiences. However, many are concerned with the differences of attitudinal levels attributable to exposure to English use inside and outside formal classroom instruction despite the vast awareness of contributions that formal instruction can make to language learning. The first indicator of this study is home exposure of the said language. Dixon (2012) opines that family members can play vital and diverse roles in shaping English skills that are all fundamental to children’s academic achievement. Moreover, Durham (2010) states that learners from underprivileged families, learners from big clans, and learners whose parents are not fluent in English have minor chances in advancing and attaining positive attitudes and be skillful in English. Thus, the extent of abode exposure to English affects English language learning attitudes and the proficiency level as well. In the study conducted by Partes and Hao (2010), foreign-born English language learners who have stayed for ten years or more in United States have better English aptitude than their friends with less than nine years of residency, but they are more likely to drop their capability to communicate using their inborn language. In the same way, Roberts (2012) added that internationally-adopted

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learners have better English adeptness the lengthier their accrued exposure to said language. In addition, internationally-adopted learners learn English more rapidly the younger their early age of adoption after accounting for total acquired exposure to English. Moreover, MacSwan and Pray (2010) said that among primary-school age learners, younger English Language Learners (ELL) incline to attain more period in acquiring all linguistic features of the English language and rules of language utilization compared to older ELL learners; however, this discovery may replicate the extra exposure to English that older ELL learners may have had. Empirical studies suggest that parents utilizing more than two languages in their families can best support their learner’s language advancement by intermingling with them in their specific language/s, which they can exercise at an advanced cognitive level than English. Conversational English alone at home is improbable to bargain a substantial enhancement to a learner’s academic attainment because academic English is dissimilar from conversational English and different subject areas such as mathematics and geography use diverse varieties of English (Tsui, 2012). He noted that family background factors have been shown to account for the greatest variability in student school performance. Home influences indicate that family stability, education of parents, juvenile delinquency, alcoholic or drug addicted parents, and family income can enhance or limit the classroom performance of the students. Roses (2011) pointed out that parents should be invited to discern analytically upon the edification of language of their children or learners, and to take notable

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actions as members to make desirable changes in their schools and communities. Such approach can be upholding and can intensify the parent’s awareness of their collective power. It compares expressively with the schemes and strategies of other parents as clients of their children’s education. Catalonia (2012) believed that parents’ participation is the preparation of any movement that endows parents and family to partake in the educational courses either at home or in a program situation. Home-school partnership philosophy is the critical foundation and the most important strategy. Bandura (1992) stressed that family members contribute to individual’s selfefficacy or level of confidence while having affirmative attitude in successfully completing a task. Self-efficacy is at the source of self-worth, drive, and selfregulation.Further, Bernardo and Gaerlan (n.d.) emphasize the significance of familyrelated factors in honing students’ learning experiences in English such as actual languages utilized at home, accessibility of materials at home that uncover the students to language, and impact of/on family members on the usage of English. In the study of Linse, van Vlack and Bladas (2014), the role of parents and guardians is considered vital since there are a number of English language teachers who are teaching young and teen students who wanted to improve operative communication to students’ parents. They believed that parents have the responsibility for their child’s growth and development, including their child’s overall education knowing that they are the children’s first teachers. It is sad to note that there are parents who are very uninvolved and they may often prove to be more of a concern for teachers. Often the children who are struggling in learning the target language are the ones whose parents are almost invisible. These unveiled findings

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are quite alarming knowing that Tamis-LeMonda and Rodriguez (2008) divulged that a plethora of studies (Evans, Maxwell & Hart, 1999; Hart &Risley, 1995; &Weizman& Snow, 2001) point out that the worth of parent-guardian interfaces plays an influential role in students’ language and learning. In fact, the extent and type of language that parents employ when communicating with their children is one of the stoutest predictors of learners’ attitude towards language learning. Cruz (2014) penned in his article in The Philippine Star that here in the Philippines, where not everyone that learners meet in their lives communicates in English, the circumstances essential for the target language do not occur. There is no particular place in the country except inside the consulates of English-speaking countries, possibly, where English is the only language enunciated. Even at home, may it be foreign or local, adults such as parents and guardians rarely speak in English. In short, there is no zone in the country that is as good as to a foreign country where one cannot perceive any language other than the native one. Friend, as an indicator, is the next marker in this study. One of the key features of high-quality exposure is warmth in conversing with friends; and such conversation is observed at all times using a certain language such as English (Furman &Buhrmester, 2015; Parker & Asher, 2013) and greatly purposeful classroom climates (Cabello & Terrell, 2014). When learners have chances to converse with their friends using English and listen to each other, they are more likely to feel that they belong. Meaningful interactions with friends, may it be inside or outside the classroom or home using the target language, create a climate of comfort

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in meeting their need in acquiring the language (Ciani, Middleton, Summers & Sheldon, 2010; Fumer& Skinner, 2011; Martin & Dowson, 2009). Interfaces with friends that augment to the organization of acquiring or learning the language are also vital for the advancement of a sense of linguistic control. Even if they do not cater language structure in the similar way that educators do, classroom friends cater language background opportunities that can foothold educational competence (Wentzel, 2009). For instance, when interrelating with classmates, learners practice interacting, provide and take feedback, display academic proficiencies, resolve conflict, offer support and assistance, and craft shared educational aims and affirmative attitudinal principles (Parr, 2012; Wentzel, 2009). Foreseeable, instrumentally considerate relations between classmates (e.g., taking teacher instructions, sharing resources) encourage language structure and, therefore, approaches of language ability because learners know they can depend on their friends for language material and help. Dörnyei (2012), Harmer (2011), Oskamp (2010), Taylor (2011) and Wright (2009b) contended that the impact of friends on students' attitudes to language learning may be less essential than is frequently accepted and often believed. There is an abundance of proof from different studies to the contrary. In the investigation of Young (2014), results show that learner recognitions and experience of friend’s attitudes towards foreign language learning in broad-spectrum or the learning of a specific language being referred to may possibly apply significant effect on the learners' personal particular language learning.

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In any case, Walqui (2013) contends that high school peer pressure regularly conflicts with accomplishment in learning the language and that it might yield unfriendly attitudes, often because of the skill-related component involved in language learning, which may animate sentiments of mortification or uneasiness. Bertham (2015) added that in second language learning, peer pressure frequently destabilizes the objectives set by teachers and parents. Peer pressure regularly diminishes the yearning of the learner to work hard concerning local articulation, in light of the fact that the sounds of English language might be viewed as bizarre. In addition, Cruz (2014) stated that peers of language learners rarely use English in conversing especially when they are together. They tend to switch to their native tongue to express easily their views and opinions. This leads to the idea that peers might affect the attitudinal level of learners in knowing and learning the target language. However, Elley and Mangubhai (1983) questioned that peer pressure can be eradicated if the learner himself open to friends or schoolmates who can help him/her emphatically in the acquisition of language and obviously bolster him/her in utilizing it every day for steady practice and delivery. In this study, the next indicator is school. The role of school as considered the linguistic environment in second language learning provides affirmative evidence in the form of language constructions and activities directed toward non-native speaker during the acquisition process (Robles, 2012). Warden and Lin (2009) state that one of the elements in the teaching-learning process at school is the teacher. Gaerlan (2009) opines that Filipino learners viewed their teachers as “models” in utilizing English in and outside the classroom.

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According to Barr (2009), there are many ways in which a teacher can foster relationships and communicate with their students in a diverse linguistic environment. Before that time, however, teachers and students must meet the second language learners where they are by encouraging them to share their culture, cultural holidays and their written literature, and communicating with second language learners using simplified English speech. Krashen (1985) pointed out in his monitor hypothesis which emphasizes that second language acquisition is affected by the extent of period the second language learner has in his/her retention. It allows the learner to think about the expression he/she is about to execute, the emphasis in form, and his/her awareness of the English language rules learned at school. Erpelo (2012) commented that the Philippine educational system is forgoing ahead in terms technological language advancement, yet the illiteracy rate particularly in English is still high. The language breakthrough, which apparently has gauged the global competency of the nation’s educational system, has a little effect on the literacy rate of scholars. Many students can hardly read simple words and even construct simple sentences. Teacher should be resourceful enough to seek strategies to remedy the problem. Tobias (2011) pointed out that the aspects which can be named to account for the poor performance of students in English subjects are the deficiency of English culture and insufficiencies regarding the school curriculum, the half-baked teaching-learning process, the outdated instructional materials and English laboratories/facilities, lack of teachers’ training, and other aggravating problems.

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Furthermore, Lozarita (2009), Erpelo (2012), and Robles (2012) emphasize that the classroom is an avenue to learn and utilize the English language and not basically a room to acquire accurate answers, perform book learning, or stipulate some future pages to be included on some future examination. Krashen (1992) stressed further that a language learner should be encouraged to participate in the classroom activities and the educator’s work should simply to deliver communicative activities which would embolden the learner to use English with criticism concentrating on the sense rather than the structure, because teaching that focuses on grammar would be of little use. However, Panes (2012) argued that teachers should teach English while highlighting the function of grammar in order for the students to creatively express their thoughts and opinions may it be in school or in other places using the aforesaid language. On the other perspective, best teaching gives importance to student work and provides diverse opportunity for the advancement of English language ability for the language learners. Education specialists also assert that students learn English language most effectively by using it during interactions with other speakers in the classroom (Robles, 2012). She added that learning institutions should try to ignite more family and community members to be associated more comprehensively in English or other innate language/s in the school programs, particularly through administrators, teachers, and staff. Schools should permit learners to continue in improving their first language, and to use it to continue their cognitive and academic expansion, while they are also learning English. Schools and providers of courses in

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English should raise awareness among learners of the numerous linguistic ways to showcase formality using English. Media exposure, as the last indicator, has been associated as one of the contributing factors of the attitudinal engagement towards language and learning of a child. Researchers opined that the more a child is exposed to media, the more chances of developing his faculties in attitudes towards language learning (French, 2009; Jones, 2015; & Livingstone, 2009). Such statement is affirmed in the study of Johnsson-Smaragdi(2009), which shows that learners in Sweden devote nearly two and a half hours every day by just watching television shows and programs, and so this personify an imperative fragment in their lives. Furthermore, in her study, she presented the results showing that these learners employ almost an hour every day by just playing various computer games. A more recent study carried out by MacLeod and Larsson (2011) which shows that almost 21% of Swedish learners use chat-forums on the internet every day. Furthermore, a number of youth-oriented media sorts are mostly in English, and along with the outcomes measuring learners’ use of the internet and computers as a whole, one might propose that media exposure to informal English has amplified inside as well as outside the English as Second Language(ESL) classroom. Also, one engages in mostly informal discussionswith activities such as chatting through various mediums on the internet. These discussions are a fragment of the informal learning that learners are exposed to when using computer connected to the internet or other forms of media. In addition, Livingstone (2009) states that ESL learners from

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Sweden, at an early age, are taught on how to turn to the World Wide Web when looking for various information within several fields of knowledge. Internet software and telecommunications are forming an epic paradigm modification towards learning the English language (Jones, 2015). Technology and other forms of media such as videos, computers, and telecommunications change the roles of both teachers and learners (French, 2009). The appropriate methods of determining the role technology plays in the learning experience and ways of planning teaching and learning approaches that correspond with the new language learning terrain are sought by makers of computer-assisted language learning classes worldwide. The physical partition of teacher and learner entails that conversation between the two may be technologically arbitrated, using audio, video, print media and most especially, computer-mediated technology in the course of computer-assisted language learning. Nowadays, students are highly exposed to the use of media such as computers, cellphones, televisions, and print ads where English is used (Rumble, 2012). If we are to efficiently make the learning atmospheres essential in the course of utilizing media to foster meaning-making from learning, it is significant to have an investigation of the types and quality of media-related learning interactions (Hawkridge, 2012). Analyses of media impact on learning have reliably exposed that there is no significant benefit in the use of one medium over the other forms (Russell, 2009 & Clark, 2013). In fact, there is a recommendation that the informative utilization of media discussion should alter from a concentration on the media and instruction to a learner-centered commencement of language learning (Jonassen, 2014).

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Attitudes towards Learning the English Language From the time when learners’ attitude is considered as one of the prime features in English language learning achievement, several empirical researches have previously been steered in the scheme of language learning attitude (Alhmali, 2010 &Ghazali, 2009). Into the bargain, Saidat (2010) comments that research on students’ language learning attitude has been deliberated in the previous years because of the increasing relation between the significance of the language use and the nature of every learner. Gardner (1985) also points out that attitude is an emulative response to some referent or attitudinal subject, concluded on the foundation of the learners’ beliefs about the stimulus. Learners’ values and beliefs encourages or dejects the crafted variations of any activity rule, whether theoretical or practical. It is basically associated to learners’ attitudes. Gardner’s proposition steered Wenden (2011) to display an inclusive description of the attitude concept. The said researcher categorized the word “attitude” into three interconnected segments namely, cognitive, affective and behavioral. The cognitive segment includes the viewpoints, thoughts or beliefs about the stimulus of the learners’ attitude. The affective segment denotes to the learners’ emotions and feelings towards a stimulus, whether he/she likes or dislikes it. The behavioral segment comprises the affinity to espouse specific learning actions. Reid (2013) declared in his study that attitudes are essential to all students because it cannot be effortlessly detached from learning especially the target language.

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Affirmative attitude towards language learning is reflected as an indispensable aspect impelling language performance (Visser, 2012). Abidin et al (2012) added that it is not only on intellectual capacity, but also on the learner’s attitudes towards language learning that achievement in a target language relies on. This means that learning the target language should not be approached as purely academic one, but a social and psychological phenomenon too. In addressing the problem of Petroleum engineering students’ attitudes towards English, Al-Tamimi&Shuib (2009) discover that economic needs as well as social factors significantly affect the students’ attitudes towards learning English Language. Warden and Lin’s (2009) study of Taiwanese students’ attitudes towards learning English language discovered various factors

affecting

student’s

attitudes.

The

study

discovered

that

students’

perspectives, anxieties and attitudes in English language learning greatly affected by their past learning processes. The study advocated the implementation of diverse methods that would bump into the teachers’ desires and most especially the students’ needs in having positive attitudes towards studying the second language. Over the past three decades, there is a scarce of studies concerning the attitudes of ESL learners compared with the sundry researches that have been piloted towards exploring the nature of students’ attitudes towards learning English language in particular (Al-Zahrani, 2009). For example, Shams (2010) piloted a language research trying to scrutinize learners’ attitudes towards the target language. The discoveries underscored that the learners had favorable attitudes and great interest towards learning English. This finding also underlined that most of the learners had displayed affirmative attitudes towards English language and its

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learning which, in turn, highlighted the significance of English language efficacy in their respective lives. Momani (2009) also explored the high school students’ attitudes towards learning English as an extraneous language and their accomplishments in reading ability. The outcomes exhibited that the students had impartial affirmative attitudes toward learning English. Similarly, there was a stout association among the students’ attitudes toward learning English and their reading ability. The results of the aforesaid studies are different from what Kiptui and Mbugua (2009) expected and figured out when they discovered that undesirable attitude towards English is the utmost mental and emotional aspects that result in the Kenyan learners’ pitiable achievement in English among the various high schools in their country. Similarly, the findings of the inquiry by Al-Tamimi and Shuib (2009) on attitudes towards learning English among Petroleum Engineeringstudents unveiled the same results just like first two studies presented. Al Samadani and Ibnian (2015) advocated that the word attitude contains three factors – one of which, as the first indicator, is the behavioral aspect of language attitude factor which refers to one's constant engagements or behavioral aims towards the target language. The aforesaid researchers promote that learners’ attitude conceptions will identify their inclination to acquire that language. It underscores learners’ culture and community impelling the inherent ability of student’s beliefs and behaviors towards the language which enhances the process of language learning. Rani (2011) opines that learners’ behavioral attitudes towards learning might be established through enticing tasks which provide learners the

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practice in proposing problems that require the collection of evidence for forming conclusions, and eventually solving problems. He added that attitudes can also be overt and implied. Obvious attitudes are those that we are knowingly mindful of and that undoubtedly impact learners’ beliefs and behaviors. Implied attitudes are insentient but still have an upshot on students’ beliefs and behaviors. Hsin-Ju and Clyde (2009) figured out that learners had either anxiety or disagreeable

behavioral

association

about

their

previous

English

learning

involvements owing to their classmates and teachers, and that students of diverse majors had dissimilar viewpoints about English learning because of it. Tahaineh and Danna (2013) believed that attitudes play a distinguished part in actuating one's performance, as the attitude has an impulse which boosts the performance and leads it in a certain track. Attitudes are therefore secondarily linked to attainment of second language. This leads to an idea that cultivating the affirmative attitude of the students towards a specific language may upsurge their yearning to learn the language and to improve the capacity to employ what they have learned, as well as leading to a notable development in various language tasks. Alkaff (2013) organized a research exploring the behavioral attitudes and perceptions of students towards learning English, at the English Language Institute (ELI) of King Abdulaziz University (KAU) in Jeddah, Saudi Arabia. The said research displayed that majority of the Foundation Year (FY) students have a constructive behavioral attitude towards learning English. These students attempt to progress their English familiarity and utilization by means of speaking in English well and learning the said matter to increase one’s disposition and behavior, despite the fact

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that there are voluminous strains on their time and insufficient chances to rehearse or practice their English. What is more, Norris-Holt (2012) examined the Japanese students’ attitudes towards English language and discoveries disclosed both parallelisms and variances in the manner in which junior and senior high school students answered. Onto their parallelisms, students both in junior and senior high schools responded in the same way with regard to conversing via English during their English language classes. Students also agreed that they never take into consideration the attention of studying for college or university entrance examinations. But they exposed that they have this interest in studying both English grammar rules and conversation which is vital in attaining

language

adeptness.

On

the

other

side

of

the

spectrum,

the

abovementioned students exhibited an overall disagreement of 89.4% as they divulged that they make few verbalizations in English. Variances were discovered to occur in the students’ common opinions towards studying English, with the former high school students signifying that they studied harder in language classes and had more fun in doing their assignments. The latter high school students shown audacious affirmative attitudes towards continuous learning of English at school where English language is utilized. Another indicator is the intellectual or cognitive aspect of language attitudes which is considered as very critical in language development or degeneration and reestablishment or obliteration. Attitudes are inner conditions that impact what the students are expected or loved to do. The core state of mind is some gradation of affirmative or adverse responses towards learning the target language. Attitudes vary

33

in concentration or level. Language cognitive attitude is an imperative notion since it plays a

strategic part

in English

language

erudition and instruction

(Al

Samadani&Ibnian, 2015). Intensifying the idea of intellectual viewpoint, the essence of language learning has psychosomatic and societal features and relies mainly on the learners’ perceptive attitude towards learning English language (Padwick, 2010). Galloway (2011) inspected the learners’ attitudes towards English and language teachers relative to their usage of English as a lingua franca (ELF) among Japanese university students. The outcomes proposed that the said language is viewed as a language belonging to native English speakers and those learners whose desire in learning English is great. However, the findings stressed that numerous factors influence students’ perceptive attitudes. The results also validated the Global English research which unveiled that language learning influenced learners in several ways, including their attitudes such as thinking that by learning English they can gain more knowledge and understanding towards varieties of English and attitudes concerning English language teachers. Momani (2009) also explored the high school students’ attitudes towards learning English as an extraneous language and their accomplishments in reading ability. The outcomes exhibited that the students had impartial affirmative attitudes toward learning English. Similarly, there was a stout association among the students’ attitudes toward learning English and their reading ability. On the other side of the spectrum, Al-Omrani (2009) examined Saudi ESL and EFL students’ cognitive attitudes towards English-speaking teachers whether native and non-native speakers. Results imply that native and non-native English-speaking

34

teachers can deliver sundry advantages and that training courses must enhance areas that should be advanced by the inclusion of both types of instructors. Moreover, as seen from the respondents' perspective, both native and non-native English-speaking teachers offer advantages and disadvantages. In the eyes of the learners, native English-speaking teachers are believed to be best in teaching oral skills, due to their language fluency and accuracy while non-native English-speaking instructors offer advantages associated with having learners of English as a second or foreign language. Thus, native and non-native English-speaking teachers have greatly affected the cognitive attitudes of learners via various forms of details. The last indicator is the emotional aspect of language attitudes. In the views of Dörnyei and Csizér (2013), a constructive and affirmative emotional attitude expedites English language learning whereas an undesirable attitude acts as a mental obstacle against learning. So, attitudes extending through adverse, neutral, and affirmative conditions of emotions, regulate a learner’s feat or failure in his or her language learning. This underscores the vital role that a positive attitude towards the language being cultivated plays in acquiring a second language. Placing it in a clearer perspective, sustaining affirmative or undesirable feelings concerning a language may upsurge the superfluity or difficulty of learning a target language, respectively. Such idea has proven by the study of Wang (2013) who examined pre-service Non-Native English Speaking Teachers (NNESTs)’ emotional attitude towards the employment of Native English Speaking Teachers (NESTs) and the partnership with NESTs in language classes. Findings unveil that emotional attitude regulate a pre-

35

service teacher or learner’s feat or failure in his or her language learning and teaching. The outcomes exhibited that most respondents are not against the presence of native English speaking teachers as their teaching partners for it enhances their team teaching and eventually acquiring vital information in the target language that could be of great help in honing their linguistic competence. Although the respondents consider that team teaching with the latter is beneficial to English learners, they are emotionally concerned about uneven partnerships and conversation difficulties with it. Exposed outcomes recommend that it is essential for the language educators to grab bigger duties to involve pre-service teachers in teamteaching in order to upkeep pre-service teachers’ professionalism towards language teaching and learning. Moreover, the inquiry of Abidin et al (2012) unto Libyan high school students’ attitudes concerning English language learning in terms of the cognitive, emotional and behavioral aspects, has shown negative results. Respondents who took part in the study were from three concentrations, Basic Sciences, Life Sciences, and Social Sciences. As regards to the three aspects of attitude such as cognitive, emotional and behavioral, the participants exhibited adverse attitudes towards learning the target language. Opposite to the findings of Abidin et al (2012), the study of Ahmed, Yossatorn and Yossiri (2012) has shown different results. They probed the students’ emotional attitudes towards multifarious undertakings used in one of the English classes of a Thai university. The respondents of the study were first year students (bachelor students of medical and engineering faculties) who had studied public speaking as

36

their minor in the second semester. Promising results were found in the inquiry concerning the students’ emotional attitudes concerning the English teacher using various activities. Majority of the learners acknowledged their teacher’s utilization of activities to determine their attainment in English language learning. Conversely, less than half of the learners disclosed disappointment with the aforesaid teacher using hilarious jokes about their culture and traditions as part of his instruction. Salas and Alexander (2008) examined Sana'a University students’ attitudes towards learning English. It aimed to explore the psycho-sociological indicators in the learning of the target language in the teachers of the said Yemen university. The outcomes of the study revealed that the students had an exceptional level of psychosociological attitudes towards the English language. As regards to such attitudes, the discoveries implied that due to the use of English in the Yemeni social and educational contexts, the said students had positive attitudes towards learning English language.

Correlation between Measures The collation of literature emphasizes the importance and relatedness of exploring the English language exposure key factors that have an impact on students' attitudes towards learning English. It is hard to find students’ attitudes and its influence readily or unambiguouslysince attitudes impact students reflexively (McGroarty, 2010). Numerous studies by Oller, Hudson and Liu (2011) and Chihara and Oller, (2012) showed that attitudinal factors were related affirmatively with

37

English language exposure variables. But, McGroarty (2010) argues that affirmative attitudes do not automatically lead to language success if the latter are not supplemented with operative classroom schemes that allow the learners to take advantage and make use of educational chances, and if these are not obviously presented to them. According to Tseng (2013), students’ attitudes are simply influenced by various variables such as teachers, parents, and media, concerning language study. Also, unified and social language plans and practices influence students as they are presented in developments of language learning in schools usingEnglish language. It may result in problems when students are from various socialization backgrounds if language instructors unintentionally use their personal language interaction background in their classroom discourse styles (Poole, 2012). The main goals of education particularly in language instruction are to impart writing and reading, and schools play a key part in building and systematizing a nationwide written language, but according to McGroarty (2010) home and schools are definitely not just the only places which form or influence attitudinal language norms. Electronic and print media may both lead to the crafting, sustaining, and shifting of the said language norms. According to Wright (2009), school represents itself as a comparatively weak predictor of scores on the other hand factors such as school environment, teachers and learning materials, were represented as strong influences. Learning materials such as textbooks and other print media have great impact on students’ attitudes towards English language, and there was significant relationship between this impact and attitudes for many learners (McGroarty, 2010).

38

Language learners’ attitudes towards learning results are influenced by exposure factors. According to Brown (2010), exposure factors create attitudes and these attitudes develop in the early age of a learner. Exposure elements such as parents, relatives, peers as well as contact with diverse cultures will surely result in developing and shaping learners’ attitudes. The social exposures are recognized as the supreme key elements which influence language learning. According to a general notion, learning occurs at two different settings: natural setting and educational setting. Various types and levels of second language proficiency are related to these settings. Accordingly, it is also noted that there is a significant disparity among students within individual setting (Ellis, 2014). Based on Schuman (2014), learners are diverse in degree to which they live successfully in different cultures, and social exposure factors affect learners to use the second language to communicate. It is believed that there is a notable relationship between family, friends, school, media, and students’ attitudes. Browne (2015) found out that families’ support and encouragement are beneficial to students’ language learning success. According to Boocock (2012), and Vollmer (2013), it is believed that parents’ involvement has a great impact on children’s language learning. Furthermore, family is the main factor of racial transfer and its values, and the effect of values is handed from parents to the learner by certain habits, skills, and styles that improve their children’s cognitive, behavioral and emotional abilities (Farkas, 2016). Moreover, attitudes toward learning are believed to be correlated to variables such as selecting and reading books, utilizing media, and speaking with classmates or friends using foreign language. In the educational landscape, students can achieve many things in particular areas if

39

these students have positive attitude towards any subject especially in English. There is an interface between language learning and the environmental factors in which the students were exposed to. The success of language learning is determined and acknowledged if the students have positive attitude towards the target language (Gajalakshmi, 2013). The abovementioned literature was collated in order to affirm the significance of identifying English language exposures in relation to students’ attitudes towards learning the aforesaid language. The issue of English language exposure and students’ attitudes towards learning the English language has not been sufficiently discussed particularly in today’s setting. This study aims at investigating the relationship and influence between students' level of English language exposure and their attitudes towards learning it.

Theoretical Framework The researcher believed that an effective and sound research depends on marshalling and choosing the most appropriate theory that suits to the study. The researcher further believed that one of the significant psychologically-oriented theories of language learning is the Second Language Acquisition Theory of Stephen Krashen (1992). This study is anchored on the aforesaid theory which claimed that acquisition entails meaningful and significant interaction and exposure in the target language in order to attain positive attitudes and outlook towards learning the aforesaid language. Such idea is buoyed by Schutz (2014) based on the article led by Woodrow Wilson School of Public and International Affairs of Princeton University.

40

She stressed that non-native English learners exposed to the language before transferring to United States of America have high probability to use the aforesaid language in their day-to-day lives in the said country. She added that the more meaningful interaction experienced by the students both in and outside the school, the more chances of developing affirmative attitudes and approaches in learning English. Additionally, Krashen (1992) proposed a ‘monitor model’ of Second Language Acquisition Theory including five hypotheses: the natural order hypothesis,the monitor hypothesis, the acquisition-learning hypothesis, and the affective filter hypothesis, andthe input hypothesis. The proposition related to this study is the input hypothesis which is set forth. Bahrani (2013) added that the input hypothesis continues to make strong assertions regarding the role of language input and the necessity of exposure to comprehensible language input in SLA. In this relation, language input is considered as a highly essential factor in the SLA process. The input hypothesis intensely asserts that for second language acquisition to take place, language learners should have exposure to a type of second language data which they can process and understand. Krashen (1992) identified comprehensible language input as the only causative factor in the acquisition of the target language. According to him, language learners have to have exposure to comprehensible language input that contains language structures that are further than their prevailing level so as for second language learning to happen. A few researchers (Long, 2010; Ellis & He, 2009; Gass& Varonis, 2012) have promoted the input hypothesis by proposing modified input, interactional modified

41

input, and modified output as three vital bases of logical input for SLA. As the proponent showcased, language acquisition and learning occur in an informal linguistic environment if language learners are unswervingly involved in concentrated exposure to language input. Accordingly, modified input is attributed to a sort of language input which has been improved or streamlined in some ways before the language learners are exposed to it, interactional modified input, on the other side of the spectrum, initiates from input modification that transpires when language learners experience various odds in comprehending a message in communication with interlocutors, and modified output is recognized as language learners’ efforts to amend their output to create it into a more comprehensible to the interlocutor. One more feature of the input hypothesis in relation to obtaining the language in informal situations such as out of the classroom environment is the significance of direct exposure to a foundation or source of language input.

Conceptual Framework Shown in Figure 1 are the variables of the study. The first variable is the English language exposure, as defined by Bunagan and Magno (2009), which is attributed to the aggregate sum of time in which a person has direct or indirect experience with a

42

Independent Variable

Exposure to English Language    

Home Friends School Media

Dependent Variable

Attitudes of Students towards learning English Language  Behavioral  Cognitive  Emotional

Figure 1. Conceptual Framework of the Study

43

target language, may it be in oral or written form, formal or casual methods of conversations and in which the individual may have either a dynamic or passive role. The aforesaid variable has the following indicators, namely, home which refers to the linguistic environment exposure which transpires at any time when learners engage in discussions using the target language with family members particularly the parents, guardians, relatives, brothers, and sisters; friends which refers to the domain of linguistic exposure which transpires every time a learner participates in discussions using the target language with peers or other associates; school which refers to the linguistic environment exposure which transpires whenever entities participate in conversations using the second language with school community members particularly the administrators, teachers, and staff; media which refers to the platform of linguistic environment exposure which emerges whenever persons play a part in verbal or written conversations, reading, listening and viewing using the English language with the aid of television, radio, newspapers, magazines, social media, etc. Moreover, the dependent variable of this study is the attitudes of students towards learning English language. Such variable is operationally defined as a tendency of every learner to react affirmatively or undesirably to a particular idea, thing, or person. Al Samadani and Ibnian (2015) demarcated attitudes of students as an evaluative response to some referent or stimuli which concluded on the root cause of the learner’s beliefs or opinions about the referent. The latter variable has three domains or aspects of attitudes. The behavioral facet of attitude deals with the mode one performs and responds in certain circumstances. Second, the cognitive feature

44

of attitude includes the views of the language learners about the information that they obtain and their understanding in the language learning process. Lastly, the emotional domain involves the emotional learning processes of the learner particularly their inner feelings and emotions on varied objects or surrounding situations.

Significance of the Study The students, teachers, DepEd and school administrators, and parents are the significant persons that will benefit from this study. Making the learners aware of the detrimental attitudes they have that hinders their way into learning the English language is a good starting line in making them realize the importance of learning seriously the language. Giving also the students a very fine and wise reason to really learn the language could possibly add up to their bucket list of inspirations and exposure schemes. The school being an abode of learning and experience, the teacher serves as the secondary parents of the students. With that, this study would help them know the real situation of students’ attitudes towards learning the English language amongst Filipino high school students. Guiding the teachers in choosing the best teaching strategies and techniques in order for them to impart to the students the necessary knowledge and skills that would help the learners improve their performance in the process of learning the English language. Thus, it enables the teachers to efficiently function both as an educator and secondary parents, teach the essential lessons, hone the skills and develop the attitude, particularly in learning English language, of their students.

45

This study would also want to hopefully, succor the Department of Education especially the school administrators in the improvement of the existing English language development programs and in the creation of additional and new programs that would suit to the needs of the learners, still with due consideration of the various learning styles and attitudes of the students. Having this study would surely inject innovative ideas and concepts to the minds of the school administrators, consequently making them realize how significant it is to level up the exposure factors affecting student’s attitudes on the road to learning the English language. On the other side of the coin, the researcher believed that parents know their children well. That is why this study is also for their benefit so as to educate them about these emergent and startling concerns. Parents provide and or even serve as a factor of exposing the learners in English language and enabling them to strive more in developing and exposing their children towards learning the aforesaid language. Through this study, the researcher, students, as well as teachers can gain understanding on the important relationship of language exposure and attitudes to the second/foreign language acquisition. The students’ responses to the questions regarding their language exposure and attitudes can let them be aware that learning a second/foreign language involves factors to consider. Their exposure to the aforesaid language and attitudes can be of great help for them to learn the language. In addition, they can think that responding positively to the different language tasks also contribute to their success in learning the language well. The teachers can also gain greater insight on what can be their role in delivering language exposure activities for the students in the course of learning the English language. Interesting

46

activities can be done in order to expose the students specially those reluctant learners.

Definition of Terms The terms being defined in the context of this study are defined operationally. English language exposure.In this study, it refers to the state or condition of being affected or exposed to something through a certain medium that might or might not useful to him. It is the extent of a certain period or phase in which a learner has a direct or indirect experience with a target language, may it be in oral or written form, formal or casual methods of conversations and in which the individual may have either a dynamic or passive role. Espousing this definition, contact to a target language transpires every time learners engage in discussions at home with their parents and relatives, friends, classmates, and teachers, or whenever they read newspapers, books, and magazines written in English language; whenever they encounter facts being circulated in diverse multimedia sources; or even when they are plainly reflexive viewers in any event or environment in which the English language is being articulated.

Students’ Attitudes towards learning the English language. In this study, it refers tothe tendency of every learner to react affirmatively or undesirably to a particular idea, thing or person. Accordingly, the students’ attitude concept has three components: behavioral, cognitive, and affective.

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Chapter 2

METHOD

This chapter presents the methods used in this study which includes the research design, research locale, population and sample, research instrument, data collection, statistical tools, and ethical considerations.

Research Design This study utilized a non-experimental quantitative design using correlation techniques. Correlation was used in order to determine the degree to which two variables were related and to test whether there was a linear relationship between the variables in the population as a whole (Berwick &Ross, 2011). This technique was useful in this study in order to test the relationship between English language exposure and students’ attitudes towards learning English language. Knowing and analyzing the relationship of student’s English language exposure to their cognitive, emotional, and behavioral attitudes towards learning English would be very beneficial not just for themselves and to their teachers but also to the entire educational landscape community.

Research Locale This study was conducted in four Public National High Schools in Davao City located in the Southern part of the Philippines as shown in Figure 2. Davao City is one

48

Figure 2. Map of the Philippines highlighting the Metropolis of Davao

49

of the largest cities in the world with an extensive land area of 244,000 hectares. It is the leading city and hub famous for its lively profitable activities, sundry populace, metropolitan build-up and up-to-the-minute facilities. It is reflected and renowned as the chief economy in the island and the third most central metropolitan hub in the Philippines.

Population and Sample The respondents of this study were the 358 Junior High School students of the four public national high schools situated in Davao City. These respondents were the Grade 10 students enrolled during S.Y. 2016-2017 in the following schools, namely, Davao City National High School, Cabantian National High School, F. Bangoy National High School, and Leon Garcia Sr. National High School. The students of these schools were chosen respondents for this study because they were matured enough to answer the prepared questionnaire. The total population of Grade 10 students from these schools is 3,387. Moreover, in order to get the sample size of population for this study, the researcher used random sampling technique using Slovin’s formula. Using such technique, the number of sample from Davao City National High School was 193. There were only 38 learners or samples from Cabantian National High School. The remaining 97 and 30 samples were from F. Bangoy National High School and Leon Garcia Sr. National High School, respectively. These figures unveil 358 as the total number of samples used in the study. What is more, the researcher used simple random technique utilizing lottery method in order to address the bias and administrative issues. The researcher

50

considered the said technique so as to avoid researcher’s sets of biases and prejudices before the conduct of the study. Furthermore, the researcher considered also the feasibility of the study – its costs, facilities, time, and personnel. Shown below is the distribution of respondents of the study.

Name of School

Total Population

Number of Samples

Davao City National High School

1,830

193

Cabantian National High School

360

38

F. Bangoy National High School

920

97

Leon Garcia Sr. National High School

277

30

Total Population and Samples

N = 3,387

n = 358

Research Instrument The researcher made use of the descriptive correlation survey method with the use of the survey questionnaires adopted from Magno (2009) and Abidin et al (2012) to determine the English language exposure and students’ attitudes towards learning English language. Some research questions were retained and some were revised after a thorough research, reading of books, theses and files which were relevant to the study. The two-part questionnaire was submitted for approval and validation by the panel of experts and it earned an overall rating of 3.86, which was described as a very good validity index.The said questionnaires underwent pilot testing to thirty (30)

51

Grade 10 students who were not included in the study. The results of Cronbach Alpha for both independent and dependent variables were .864 and .922, respectively. The results revealed that the items of the said questionnaires were reliable.To determine the appropriateness of the questions to the study, revision and modification were made. Polishing and refining of the said questionnaires were likewise done. The survey questionnaires contained two parts for the students to answer. The first part intended to determine the level of student’s English language exposure. It has 11 items unevenly distributed to four indicators – home, friends, school, and media. The five orderable gradations of English language exposure with respective range of means and descriptions are as follows:

Range of Means

Descriptive Level

Interpretation

4.20 – 5.00

Very High

This means that the English language exposure is observed always.

3.40 – 4.19

High

This means that the English language exposure is observed oftentimes.

2.60 – 3.39

Moderate

This means that the English language exposure is observed sometimes.

1.80 – 2.59

Low

This means that the English language exposure is rarely or seldom observed.

1.00 – 1.79

Very Low

This means that the English language exposure is never observed.

The second part aimed to measure the level of student’s attitudes towards learning the English language. It has 21 items equally distributed to three indicators – cognitive aspect, behavioral aspect, and emotional aspect. These survey

52

questionnaires were checked by five experts in order to confirm its validity. For the next variable, the respondents answered the given questions based on the following five orderable gradations with their respective range of means and descriptions:

Range of Means

Descriptive Level

Interpretation

4.20 – 5.00

Very High

This means that the attitudes towards learning English language is always manifested.

3.40 – 4.19

High

This means that the attitudes towards learning English language is oftentimes manifested.

2.60 – 3.39

Moderate

This means that the attitudes towards learning English language is sometimes manifested.

1.80 – 2.59

Low

This means that the attitudes towards learning English language is seldom manifested.

1.00 – 1.79

Very Low

This means that the attitudes towards learning English language is not manifested.

Data Collection The data were gathered through the following steps. First, asking permission to conduct the study. A letter of request which was noted by the adviser and properly attached with endorsement letter signed by the Dean of University of Mindanao – Professional Schools was sent to the office of the Schools Division Superintendent – Division of Davao City. The letter was approved after 4 working days. Upon the approval of Schools Division Superintendent, four copies of the said letter with endorsement were forwarded and addressed to the four principals of Davao City

53

National High School, Cabantian National High School, F. Bangoy National High School, and Leon Garcia National High School allowing the researcher to conduct the study. Necessary arrangements of all schools were made during the administration and distribution of questionnaires. The researcher personally administered the questionnaires. Before administering the survey, the researcher asked the Office of the Registrar of each school the complete list of the Grade 10 students who are enrolled in the school year 2016-2017 to determine the number of respondents. After gathering the number of the respondents based on the utilization of random sampling technique using Slovin’s formula, the researcher disseminated and explained the informed consent form. Then, the researcher distributed the survey questionnaires to the students in order to determine the English language exposure and attitudes of the said respondents towards learning the English language. Directions on how to answer the questionnaires were carefully explained to the respondents. Moreover, the researcher personally collected the completed questionnaires. A simple token of appreciation was given to each respondent and principal as an expression of gratitude for the valuable support, participation and cooperation in answering the survey questions and in allowing the researcher to gather the data. After retrieval of the survey questionnaires, the researcher tallied the data ready for submission for statistical treatment. Lastly, is the collation and tabulation of data. The data gathered were tallied based from the survey and treated using applicable statistical tools with the help of the researcher’s statistician.

54

55

Statistical Tools The statistical data were analyzed with the help of the following tools:

Mean. Mean is the preferred method with a very purpose of calculating the center of the data set. This tool was used to answer objectives 1 and 2. Pearson r. This tool was used to see whether there is a relationship between two variables. The said tool was employed to measure the third objective. Regression Analysis. It attempts to model the influence between two variables by fitting a linear equation to the observed data. This tool tested the fourth objective of this study.

Ethical Considerations There were substantial ethical issues and concerns that have specific repercussions for this quantitative inquiry. Such issues and concerns have ascended primarily from the methodology involved embedded in this study. The ethical challenges that were pertinent to this research concerns the issues of the right to conduct the study, confidentiality, and anonymity. On its first issue, a request letter and research proposal were submitted to the office of the Schools Division Superintendent to ask permission to conduct the study. Once approved and accepted, a copy of the approved letter was sent to the offices of School Heads of the four chosen schools where the study was conducted. On the second and last issues, it must be addressed on how the willing respondents answer the survey questionnaire and its room where the research was conducted. The researcher respected the views and opinions of the respondents and its decision

56

whether or not they will participate during the course of gathering the data. Answered or used questionnaires were seared or scorched after analyzing and interpreting the data in order to address those concerns. The researcher observed full ethical standards in the conduct of the study following the study protocol assessments criteria, particularly in managing the population and data such as, but not limited to: Voluntary Participations. The Grade 10 students of Davao City National High School, Cabantian National High School, F. Bangoy National High School, and Leon Garcia Sr. National High School. were given the free will to participate without any form of consequences, penalty or loss of benefits. The researcher respected the views and opinions of the respondents and its decision whether or not they will participate during the course of gathering the data. Thus, after the purpose and the benefits of the study described and presented to the respondents, the rights of them to contribute to the body of knowledge were carefully considered and adhered upon. Privacy and Confidentiality. The respondents’ personal information that may be required in the study were kept in private and utmost confidentiality of the respondents’ data was adhered upon. Corti, Day, and Backhouse (2000) stresses that in attaining ethical consideration, it is a must for every researcher to consider the confidentiality of the participants in the process the study. She emphasized that important ethical issues such as confidentiality, respect to participants’ opinions, and integrity should be given focus by the researchers. Failure to address such concerns means placing at threat the rights of respondents.

57

Informed Consent Process. The research questionnaire was free of technical terms and was easily understandable to the respondents of the study. It provided the population a clear view of benefits the students, teachers, school administrators and parents may generate after the conduct of the study. The research questionnaires were administered with the consent and support of the authorities of Department of Education – Division Office XI. Therefore, no research questionnaire was given to any Grade 10 students of the four schools without the approval from the authorized command channels. Recruitment. The distribution of respondents as reflected in Table 1 showed how the population was being disseminated. Furthermore, the data collection procedures indicated, as well, how the questionnaires were being administered and the manner the population were going to be involved in the study. Risks. The study did not involve any high risk situation that the population may experience in the area of physical, psychological, or socio-economic concerns. The study was concentrating on in the domain of students’ English language exposure and attitudes towards learning the English language. Benefits. The result of the study benefited the students, teachers, school administrators and parents in terms of getting a clear rationalization of English language exposure so as to synthesize various activities that will empower students’ attitudes towards learning English language. Other Ethical Issues. Other ethical concerns, such as plagiarism, fabrication, falsification, conflict of interest, focus group participation identification, deceit,

58

observation of people in public or quasipublic place, technology issues, and concerns relating to authorship were fully observed by the researcher.

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Chapter 3

RESULTS

Established in this chapter are the data and analysis of findings based on the responses of the respondents on English Language Exposure and Students’ Attitudes towards Learning the English Language. The discussions are sequenced according to the following sub-headings, namely, level of students’ exposure in learning English language; level of students’ attitudes towards learning English language; relationship between English language exposure and students’ attitudes towards learning English language; and regression analysis of English language exposureon students’ attitudes towards learning English language.

Level of Students’ Exposure in Learning English Language Presented in Table 1 is the level of students’ English language exposure. The overall mean score obtained of students’ exposure in learning the English language is 3.14 or moderate and the standard deviation is 0.46. This means that the English language exposure is sometimes observed. Specifically, the mean ratings of the indicators of students’ exposure in learning English language are disclosed as follows: school obtained a mean rating of 3.81 or high and its standard deviation is 0.57; media attained a mean rating of 3.55 or high and has a standard deviation of 0.61; friends has a mean of 2.98 or moderate with a standard deviation of 0.81; and home obtained a mean rating of 2.23 or low and has a standard deviation of 0.68.

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Table 1 Level of Students’ Exposure in Learning English Language

Indicators

SD

Mean

Descriptive Level

Home

0.68

2.23

Low

Friends

0.81

2.98

Moderate

School

0.57

3.81

High

Media

0.61

3.55

High

0.46

3.14

Moderate

Total

Level of Students’ Attitudes towards Learning English Language Shown in Table 2 is the summary of the level of students’ attitudes towards learning the English language. The overall mean score obtained of students’ attitudes towards learning the English language is 3.83 or high and its standard deviation is 0.53. This means that the students’ attitudes towards learning English language is oftentimes observed. Specifically, the mean ratings of the indicators of students’ attitudes towards learning the English language are unveiled as follows: cognitive aspect obtained a mean rating of 3.94 or high with a standard deviation of 0.60; just like the first indicator, emotional aspect also gained a mean rating of 3.94 or high and has a standard deviation of 0.61; and behavioral aspect attained a mean rating of 3.62 or high with a standard deviation of 0.59.

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Table 2 Level of Students’ Attitudes towards Learning English Language

Indicators

SD

Mean

Descriptive Level

Behavioral Aspect

0.59

3.62

High

Cognitive Aspect

0.60

3.94

High

Emotional Aspect

0.61

3.94

High

0.53

3.83

High

Total

Correlation between Measures Disclosed in Table 3 is the correlation between English language exposure and students’ attitudes towards learning the English language. The overall r-value attained by those measures is .478 with the p<0.01 which is lesser than .05 level of significance. The result is significant and the null hypothesis is rejected. Moreover, it was observed that home, friends, school, and media as indicators of English language exposure when correlated to behavioral aspect of students’ attitudes towards learning the English language, the overall r-value is .406 with the p<0.01 which is lesser than .05 level of significance. What is more, when the indicators of English language exposure are correlated to the cognitive aspect of students’ attitudes towards learning the English language, the overall r-value is .417 with the p<0.01 which is lesser than .05 level of significance. Lastly, as the indicators of English language exposure are correlated to the emotional aspect of students’ attitudes

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Table 3 Significance on the Relationship between English Language Exposure and Students’ Attitudes towards Learning English Language

English Language Exposure

Students’ Attitudes towards English Language Behavioral

Cognitive

Emotional

Overall

Home

.293** (.000)

.269** (.000)

.296** (.000)

.324** (.000)

Friends

.243** (.000)

.227** (.000)

.249** (.000)

.272** (.000)

School

.283** (.000)

.279** (.000)

.290** (.000)

.323** (.000)

Media

.324** (.000)

.408** (.000)

.408** (.000)

.431** (.000)

.406** (.000)

.417** (.000)

.440** (.000)

.478** (.000)

Overall

towardslearning the English language, it obtained an overall r-value of .440 with p<0.01 which is lesser than .05 level of significance.

Regression Analysis of English Language Exposure on Students’ Attitudes towards Learning the English Language Shown in Table 4 is the regression analysis of English language exposure on students’ attitudes towards learning the English language. Home, school, and media, except friends, as indicators of English language exposure revealed significant influence on students’ attitudes towards learning the language.

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The computed R2 value is .253 which means that 25.3% of the variance of students’ attitudes towards learning the English language is due to the variance of Table 4 Significance of the Influences of English Language Exposure on Students’ Attitudes towards Learning English Language

Students’ Attitudes towards Learning English Language English Language Exposure (Indicators) Home

B

β

t

Sig.

.143

.039

3.629

.000

Friends

.040

.034

1.183

.238

School

.159

.047

3.398

.001

Media

.248

.047

5.306

.000

R

.503

R2

.253

F

29.862

ρ

.000

English language exposure. This means further that 74.7% is attributed to other variables not covered in this study. As revealed in the F value of 29.862 with a probability value of .000 which is lower than 0.05 level of significance set in this study, English language exposure influenced students’ attitudes towards learning the English language. The result is significant which resulted to the rejection of the null hypothesis.

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Chapter 4

DISCUSSION

Unlocked in this chapter are the discussions of level of students’ exposure in learning English language and the level of students’ attitudes towards learning the English language. It is also unveiled in this section the correlation between measures and the regression analysis of English language exposure on students’ attitudes towards learning the English language.

English Language Exposure The moderate level of English language exposure points out that the students’ language exposure is sometimes observed.Moreover, the low level of students’ exposure in learning English language in terms of home indicates that respondents seldom observed their parents talk in English at home. It is also revealed that the learners rarely observed the utilization of the said language as it is spoken at home. Findings further revealed that there is a low English language exposure of students when they are engaged in activities at home where English language is used. But, when learners converse using English with other family members and relatives, they are moderately exposed which means that such language exposure is observed sometimes at home. The unveiled findings are quite alarming. Knowing that Dixon (2012) opines that family members play vital and diverse roles in shaping English skills that are all fundamental to learner’s affirmative attitude towards learning the language and academic achievement. What is more, Lubega (2009) opines that

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various exposures impact the learning of target language. One of utmost importance is exposure to the language itself through home. He added that if one has a low exposure of it, he or she will attain a lower level of adeptness in the said language. The results echoed the current situation observed by Cruz (2014) who penned that here in the Philippines, where not everyone the learners meet in their lives communicates in English, the circumstances essential for the target language do not occur. There is no particular place in the country except inside the consulates of English-speaking countries, possibly, where English is the only language spoken. Even at home, may it be foreign or local, adults such as parents and guardians rarely speak in English. In short, there is no zone in the country that is as good as to a foreign country where one cannot perceive any language other than the native one. Further, Bernardo and Gaerlan (n.d.) intensify the significance of family-related factors in honing Filipino students’ learning experiences in English such as actual languages utilized at home, accessibility of learning materials at home that expose the learners to language, and influence of/on family members on the usage of English. On the other side of the coin, the moderate level of students’ exposure in learning the English language in terms of friends signifies that such kind of exposure is only observed sometimes. Findings further revealed that learners have friends that sometimes speak in English. They also talk sometimes with their friends using English may it be at home or in school. But when they are invited together with their friends at social gatherings where English is spoken, they rarely attend to it and such exposure is low. Such discoveries mirrored the observations of Cruz (2014) which

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opine that friends of Filipino language learners rarely use English in conversing especially when they are together. They tend to switch to their native tongue to express easily their views and opinions. Also, the results never coincide to the ideas of Furman and Buhrmester (2015) and Parker and Asher (2013) which opine that one of the key features of high-quality exposure is warmth in conversing with friends; and such conversation is observed at all times using a certain language such as English. By the same token, when students have opportunities to talk with their friends using English and listen to each other, they are more likely to feel that they belong. Meaningful interactions with friends may it be inside or outside the classroom or home using the target language create a climate of comfort in meeting their need in acquiring the language (Cianiet al, 2010; Fumer& Skinner, 2011; Martin & Dowson, 2009). Outcomes revealed that the high level of students’ exposure in learning the English language was often observed at school. Students have teachers that speak in English and encourage them to write using the said language whenever they have seat works and other writing activities. The recently unveiled result showcased a kind of language exposure with their teachers that is observed at all times by the students. Students have high levels of exposures and are often observed such as activities in their respective schools that are conducted in English. Their schools encourage them to speak in English and the medium of instruction in their classrooms is English. But, these learners have a moderate level of exposure on having classmates that speak in English at school. It means that the latter language exposure is observed sometimes. The disclosed school exposures are in consonance with the idea of Robles (2012)

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which opines that the role of school as considered the linguistic environment in second language acquisition provides affirmative evidence in the form of language constructions and activities directed toward non-native speaker during the acquisition process. To boot, the results highlighted the vital roles of teachers as always observed exposure unto the students. Such upshot stressed the idea of Warden and Lin (2009) which state that one of the elements in the teaching learning process at school is the teacher. According to Barr (2009), there are many ways in which a teacher can foster relationships and communicate with their students in a diverse linguistic environment. Before that time, however, teachers and students must meet the second language learners where they are by encouraging them to share their culture, written literature, and communicating with second language learners using simplified English speech. The exposed results mirrored what Gaerlan’s (2009) study unveiled. She divulged that Filipino learners viewed their teachers as “models” in utilizing English in and outside the classroom. In addition, the very high level of students on having teachers that encourage them to utilize English is supported with the idea of Krashen (1992) which stressed further that a language learner should be encouraged to participate in the classroom activities and the educator’s job should merely deliver communicative learning activities which would boost and encourage the learner to use English language with response concentrating on the implication rather than the form because teaching focuses on grammatical rules would be of minute use.

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Discoveries on the aspect of students’ exposure in learning the English language in terms of media indicates a high level which means that such exposure, in general, is observed by the learners oftentimes. As to details, learners are exposed to media at all times especially when they browse or peruse Web Pages that are transcribed in English, listen to songs in English, and watch movies that use English as medium of conversation. Findings further reveal that students are oftentimes exposed to activities that utilize media such as watching TV shows in English, reading magazines and books written in English, and reading information around that is written in English. Moreover, these learners are moderately exposed to media when it comes to chatting online in English, sending and receiving text messages in English, and reading newspapers written in English. The findings support the proposition of MacLeod and Larsson (2011) which state that a number of youth-oriented media sorts are mostly in English, and along with the upshots measuring learners’ use of the internet and computers as a whole, one might propose that media exposure to informal English has amplified inside as well as outside the ESL classroom. Also, one engages in mostly informal discussions with activities such as chatting through various mediums on the internet. These discussions are a fragment of the informal learning that learners are exposed to when using computer connected to the internet or other forms of media. Likewise, the results are in consonance with the idea of Jones (2015) who said that Internet software and telecommunications are forming an epic paradigm modification towards learning the English language. This corroborates to the results of Rumble’s (2012) study which divulged that nowadays, students are highly exposed

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to the use of media such as computers, cellphones, televisions, and print ads where English is used.

Students’ Attitudes towards Learning the English Language Discoveries revealed that there is a high level of students’ attitudes towards learning the English language.It indicates that students’ attitudes on learning English language is manifested oftentimes. It is also unveiled that there is a high level of students’ attitudes towards learning the English language in terms of behavioral aspect. It further indicates that behavioral action on learning English language is manifested usually. It can be noted that when these learners heard a student in their class speaking English well, they like to practice with him or her. For them, studying the said language helps them to build good relationships with their friends; makes them more confident in expressing themselves; and helps them to improve their personality. It further unveils that students pay attention to their English teacher as he or she explains the lesson. But, results show that students’ level of attitude when giving opinions during English lessons and feeling enthusiastic to come to class when English is being taught is on moderate level. It implies that such actions are manifested occasionally. The outcome on behavioral aspect of students’ attitudes supports the results of Momani (2009) and Shams’ (2010) language researches. They conducted studies separately attempting to probe students’ attitudes towards the learning of English. The discoveries underscored that the learners had favorable attitudes and great interest towards learning English. This finding also underlined that most of the

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learners had displayed affirmative attitudes towards English language and its learning which, in turn, highlighted the significance of English language efficacy in their respective lives. The unveiled findings do not corroborate from what Kiptui and Mbugua (2009) expected and figured out when they discovered that negative attitude towards English is the most behavioral and psychological factor that results in the students’ poor performance and language learning in English among the secondary schools in Kenya. However, the findings of the study by Al-Tamimi and Shuib (2009) on learners’ attitudes towards learning English among Petroleum Engineering students revealed the same results just like first two studies presented. Furthermore, discoveries revealed that there is a high level of students’ attitudes towards learning the English language in terms of cognitive aspect. It further shows that cognitive action on learning the aforesaid language is manifested usually. Results illustrate that students study English for they wanted to get more knowledge and understanding. Students also like their English classes that they look forward to studying more English subjects in the future. Moreover, students disclosed their reasons why they study English for it helps them get new information in which they can link to their previous knowledge; it helps them converse in English effectively; and it makes them create new thoughts. Also, students think and explore the content in English. The only item which attained a very high level of students’ attitudes towards learning the said language in terms of cognitive aspect is the reason that they study English for it is important and will make them more educated.

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The findings are in consonance with the notion of Al Samadani and Ibnian, (2015) who believed that attitudes are inner conditions that impact what the students are expected or loved to do. The core state of mind is some gradation of affirmative or adverse responses towards learning the target language. Attitudes vary in concentration or level. Language cognitive attitude is an imperative notion since it plays a strategic part in English language erudition and instruction. In addition to the intellectual perspective, Padwick (2010) said that the nature of language learning has psychological and social aspects and depends primarily on the learners’ cognitive attitude towards learning the target language. Results on the aspect of cognitive attitude corroborates the study of Galloway (2011). He inspected the attitudes towards English and language teachers relative to their usage of English as a lingua franca (ELF) among Japanese university students. The outcomes proposed that the said language is viewed as a language belonging to native English speakers and those learners whose desire in learning English is great. However, the findings stressed that numerous factors influence students’ perceptive attitudes. The discoveries also verified that studying English inclined students in a number of ways, including their reasons for learning English, attitudes such as thinking that by learning English can gain more knowledge and understanding towards varieties of English. What is more, findings exposed that there is a high level of students’ attitudes towards learning the English language in terms of emotional aspect. It further indicates that emotional action on learning English language is manifested usually. Results further unveil that students feel good and proud when studying English

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language; feel excited when they communicate in English with others; and feel more confident in studying English subject. They showed interest in studying it and enjoyed in doing activities in the said language. Also, students disclosed a very high level of emotional attitude as they wished to speak English fluently and thought of knowing English as an important goal in their lives. The aforesaid findings on students’ attitudes towards learning the English language in terms of emotional aspect supports the idea of Dörnyei and Csizér (2013) who said that a positive emotional attitude facilitates foreign language learning. Such idea has been proven in the study of Ahmed et al (2012). They probed the students’ emotional attitudes towards multifarious undertakings used in one of the English classes of a Thai university. The respondents of the study were first year students (bachelor students of medical and engineering faculties) who had studied public speaking as their minor in the second semester. Promising results were found in the inquiry concerning the students’ emotional attitudes concerning the English teacher using various activities. Majority of the learners acknowledged their teacher’s utilization of activities to determine their attainment in English language learning. Conversely, less than half of the learners disclosed disappointment with the teacher using hilarious jokes about their culture and traditions as part of his instruction. Such findings seldom support the results of Abidin et al’s (2012) study unto Libyan secondary school students’ attitudes towards learning English in terms of emotional aspect for it has shown negative results. Contrary to these results, Salas and Alexander (2008) inspected Sana'a University English majors’ attitudes towards learning English. Their findings indicated that the students had an exceptional level of

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psycho-sociological attitudes towards the English language. As regards to such attitudes, the discoveries implied that due to the use of English in the Yemeni social and educational contexts, the said students had positive attitudes towards learning English language.

Correlation between Measures The test of relationship between variables reveals significant relationship between English language exposure and students’ attitudes towards learning the English language which leads in rejecting the null hypothesis of the study. This implies that students’ attitudes towards learning the English language is somehow dependent on English language exposure. Further, it implies that English language exposure has to do with students’ attitudes towards learning the English language. Home as indicator of English language exposure is related to students’ attitudes towards learning the English language. This implies that home has to do with students’ attitudes towards learning the English language. Additionally, friends as indicator of English language exposure is linked to students’ attitudes towards learning the English language. This implies that friends have to do with students’ attitudes towards learning the English language. In addition, school as indicator of English language exposure is related to students’ attitudes towards learning the English language. This implies that school has to do with students’ attitudes towards learning the English language. Also, media as indicator of English language exposure is associated to students’ attitudes towards learning the

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English language. This implies that media have to do with students’ attitudes towards learning the English language. The findings are in consonance with the concept of Oller et al (2011) and Chihara and Oller, (2012) who displayed that attitudes towards learning were related positively with English language exposures. However, McGroarty (2010) argues that affirmative attitudes do not automatically lead to language success if the latter are not supplemented with operative classroom schemes that allow the learners to take advantage and make use of educational chances, and if these are not obviously presented to them. Hence, it is believed that there is a relationship between family, friends, school, media, and students’ attitudes. Boocock (2012), Browne (2015), and Vollmer (2013) believed that parental involvement, support and encouragement have great impacts on student’s language learning success. Furthermore, Farkas (2016) added that family is the main factor of racial transfer and its values, and its effects aredispensed from parents to studentsthrough various ways such as habits, skills, and styles that improve their learner’s cognitive, behavioral and emotional abilities. Similarly, Gajalakshmi (2013) opines that attitudes toward learning the language are believed to be correlated to variables such as selecting and reading books, utilizing media, and speaking with classmates or friends using foreign language. In the educational landscape, students can achieve many things in particular areas if these students have positive attitude towards any subject especially in English. There is an interface between language learning and the environmental factors in which the

75

students were exposed to. The success of language learning is determined and acknowledged if the students have positive attitude towards the target language.

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Regression Analysis of English Language Exposure on Students’ Attitudes towards Learning the English Language One of the important purposes of this research is the regression analysis to determine which predictors of English language exposure best predict students’ attitudes towards learning the English language. It is revealed that among the indicators of English language exposure only home, school, and media are found to be significant predictors to students’ attitudes towards learning the English language. However, as it came out in the study, the best predictors of English language exposure on students’ attitudes towards learning the English language are home and media. The findings corroborate the idea of Tseng (2013) who said that students’ attitudes are simply influenced by various variables such as teachers, parents, and media, concerning language study. Also, unified and schools’ language guidelines influence students as they are presented in sequences of language study, both first and second language, in schools. But, as reported by McGroarty (2010), home and schools are definitely not just the only places which form or influence attitudinal language norms. Both electronic and print media lead to the crafting, sustaining, and shifting of the said language standards. Conforming to Brown (2010), social exposure factors create attitudes. Factors of social exposure such as parents and friends result in influencing attitudes. These social exposures are known as the most important elements which influence language learning. But, in this study, only parents and not friends influence students’ attitudes towards learning the English language.

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Conclusion In the light of the findings of the study, the following conclusions are drawn. First, the respondents perceived that the level of their English language exposure is observed sometimes. This is articulated from the statements of Furman andBuhrmester (2015), Lubega (2009) and Parker and Asher (2013) that numerous variables impact English language learning. One of the utmost noteworthy is exposure to the language itself through home, friends, school and media. Learners with added exposure to the target language through these mediums are anticipated to obtain affirmative attitude and better understanding with English language. Language exposure is important to language learning and the sort and stance of language ability that springs from the language learning development is almost exclusively determined by its experience on the language. Notable researches have exposed that exposure to English language is one of the substantial features that can boost language acquisition and ability. Jia (2013) discovered that students’ ability and learning in the second language escalates as they experience affluent language environments. Supported the idea of Jia (2013), Castello (2015) elucidates that through exposure a person is immersed in a language acculturation process, thus attaining the values, knowledge, social and attitudinal skills essential in learning English language. Second, the respondents manifested a high level of students’ attitudes towards learning the English language; and such action manifested usually. This was supported by the viewpoint of Gardner (1985) who pointed that attitude is an

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emulative response to some referent or attitudinal subject, concluded on the foundation of the learners’ beliefs about the stimulus. Gardner’s argument led Wenden (2011) to present an inclusive description of the attitude concept. He categorized the word “attitude” into three interconnected segments namely, cognitive, affective and behavioral. Also, Reid (2013) declared in his research that attitudes are significant to all students because they cannot be neatly separated from it in learning the English language. Third, the results yield a conclusion that there is a significant relationship between English language exposure and students’ attitudes towards learning the English language, in consideration with their corresponding indicators. Finally, it is concluded in this study that three indicators of English language exposure significantly influenced students’ attitudes towards learning the English language, namely: Home, school, and media. However, among these three indicators, home and media were found to be the best predictors of students’ attitudes towards learning the English language. The results of the study affirmly support the statement outlined in the theoretical framework specifically in the claims of Stephen Krashen’s (1992) Second Language Acquisition Theory. This theory claimed that acquisition requires meaningful interaction and exposure in the target language in order to attain affirmative attitudes and outlook towards learning the aforesaid language. Such idea is buoyed by Schutz (2014) based on the report led by Princeton University's Woodrow Wilson School of Public and International Affairs. She stressed that the more meaningful interaction experienced by the students both in and outside the

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school, the more chances of developing affirmative attitudes and approaches in learning English. Additionally, Krashen (1992) proposed a ‘monitor model’ of Second Language Acquisition Theory including five hypotheses which has a relevant matter in the results of this study. One of these hypotheses is the language input hypothesis. Bahrani (2013) added that the input hypothesis continues to make strong assertions regarding the role of language input and the necessity of

exposure to

comprehensible language input in SLA. In this relation, language input is considered as a highly essential factor in the SLA process. The input hypothesis intensely asserts that for second language acquisition to take place, language learners should have exposure to a type of second language data which they can comprehend. Finally, a number of researchers (Long, 2010; Ellis & He, 2009; Gass& Varonis, 2012) have supported the aforesaid input hypothesis. According to these proponents, language learning takes place in an informal environment if language learners are unswervingly involved in thorough exposure to language input. Thus, this study implies that Filipino learners require meaningful exposure in the target language especially at home and in media in order to attain affirmative attitudes towards learning the English language.

Recommendations Based on the findings and conclusions, the following recommendations are presented:

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The moderate level of students’ exposure in learning English language may mean that something needs to be done in order to further expose the learners into a rich linguistic environment. The Department of Education officials especially the school administrators may craft plans, policies, programs, and activities that would intensify the exposure of students in learning the aforesaid language. Further, the school leaders may craft institutional programs that encourage learners to utilize media meaningfully such as the use of books, magazines, newspapers, and gadgets in developing their attitudes towards language learning. Since it is observed that parents in public schools rarely use English in daily conversations with their children, the Department of Education may also initiate quarterly programs, activities and trainings not just for the students but also for the parents so as for them to level up their parental involvement especially in honing their children all throughout the course of learning and acquiring the language. Moreover, the schools and its teachers manifest a commendable performance as they use English in their language and reading classes. May they continue to do it regularly so as for the learners to continually be encouraged in utilizing English language in all aspect of their academic life. Teachers may inject interesting, localized, and indigenized activities in relation to language learning in order to meaningfully expose the students specially those reluctant ones. The high level of students’ attitudes towards learning English language manifests commendable performance on the part of various students’ exposures on English language such as home, friends, school, and media. The parents and other family members at home however, may enhance their linguistic abilities through

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attending school programs and trainings in order for them to strengthen their children’s attitudes towards learning the English language. Moreover, the Department of Education officials however, may develop a computer-assisted language learning program that enable learners to significantly learn the language through the use of technologies and other media resources available at school. The significant relationship of home, friends, school, and media to students’ attitudes in learning the English language especially in behavioral, cognitive, and emotional aspects implies that the government especially the Department of Education may provide decision-making opportunities to involve various exposures such as the parents, teachers, and other stakeholders for the students to profoundly learn the English language. Moreover, homeand media which are found to be the best predictors of English language exposure to students’ attitudes towards learning the English language entail that parents should intensify their parental involvement in honing their child’s English language prowess and attitudes towards learning it. It further entails that parents and teachers may utilize media and its all other forms in order to build meaningfully the attitudes of the learners as they learn the said language. Finally, future researchers may also conduct further studies on the same problem but may add other variables not included in this study such as age, sex, socio-economic status, schools (private and public), and methods (qualitative or combination of quantitative and qualitative.

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