EXPLORING THE RELATIONSHIP BETWEEN STUDENTS' LEARNING ATTITUDES AND ACADEMIC MOTIVATION IN ESL LEARNING ENVIRONMENTS: A CORRELATIONAL STUDY

Abstract

Motivation is a crucial factor that impacts the success and performance of English as a second language (ESL) learners. In ESL learning environments, students' attitudes toward learning play a significant role in bolstering their motivation to acquire the language. In this regard, this study aims to investigate how students' attitudes can promote their academic motivation to learn English in ESL learning environments. The research utilized a quantitative correlational design with the help of questionnaires to collect data, which was then subjected to various statistical tests. The results revealed that all three components of students' learning attitudes, namely cognitive, behavioral, and emotional aspects, significantly contribute to boosting their academic motivation in ESL learning environments. The study's implications suggest that instructors should take into account all aspects of students' learning attitudes when designing ESL activities, curricula, and policies to enhance their academic motivation to learn English. In addition, teachers can encourage academic motivation in language students by cultivating a constructive and encouraging learning environment, defining learning objectives in a way that is both specific and attainable, organizing learning activities that are both meaningful and engaging, and providing learners with constructive feedback and encouragement.