1

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 vi
LIST OF TABLES ix
LIST OF FIGURES
xDEDICATION xi

Chapter Page

1 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 33

2 METHOD

Research Design 34

Research Locale 34

Population and Sample 36

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Research Instrument 37

Data Collection 39

Statistical Tools 41

Ethical Considerations 41

3 RESULTS

Level of Students’ Exposure

in Learning English Language 45

Level of Students’ Attitudes towards

Learning English Language 46

Correlation between Measures 47

Regression Analysis of English Language Exposure

on Students’ Attitudes towards Learning the
English Language 48

4 DISCUSSION

English Language Exposure 50

Students’ Attitudes towards

Learning the English Language 55

Correlation between Measures 59

Regression Analysis of English Language Exposure

on Students’ Attitudes towards Learning the
English Language 61

Conclusion 62

Recommendations 64

REFERENCES 67
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APPENDICES

A Research Instruments 79

B Letters of Request to Expert Validators 84

C Validation Rating Sheet of Expert Validators 90

D Summary of Validators’ Ratings on the Questionnaire 96

E UMERC Compliance Certificate

for Study Ethics Protocol Review 98

F Endorsement Letter from the Dean to the Schools Division

Superintendent of the Division of Davao City 100

G Endorsement Letter from the Schools Division Superintendent

of the Division of Davao City 103

H Letters to the Principals 105

I Certificate of Appearance 110

J Statistical Tables 115

K Turnitin (Plagiarism Checker) Result 123

L Grammarian’s Certificate 127

CURRICULUM VITAE
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LIST OF TABLES

Table Page

1 Level of Students’ Exposure in

Learning English Language 46

2 Level of Students’ Attitudes towards

Learning English Language 47

Significance on the Relationshipbetween English

3 Language Exposureand Students’ Attitudes towards
Learning English Language 48

4 Significance of the Influences of English Language

Exposure on Students’ Attitudes towards
Learning English Language 49
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LIST OF FIGURES

Figure Page

1 Conceptual Framework of the Study 29

2 Map of the Philippines highlighting the

Metropolis of Davao 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 self-

efficacy or level of confidence while having affirmative attitude in successfully

completing a task. Self-efficacy is at the source of self-worth, drive, and self-

regulation.Further, Bernardo and Gaerlan (n.d.) emphasize the significance of family-

related 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
 27

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
 30

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
 31

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
 32

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 team-

teaching 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 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 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 Dependent Variable

Exposure to English Attitudes of Students

Language towards learning English
Language

 Home
 Friends  Behavioral
 School  Cognitive
 Media  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.

 47

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

1,830 193
High School

Cabantian National High

360 38
School

F. Bangoy National High

920 97
School

Leon Garcia Sr. National

277 30
High School

Total Population and

N = 3,387 n = 358
Samples

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

This means that the English language

4.20 – 5.00 Very High
exposure is observed always.

This means that the English language

3.40 – 4.19 High
exposure is observed oftentimes.

This means that the English language

2.60 – 3.39 Moderate
exposure is observed sometimes.

This means that the English language

1.80 – 2.59 Low
exposure is rarely or seldom observed.
This means that the English language
1.00 – 1.79 Very Low
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

This means that the attitudes towards

4.20 – 5.00 Very High learning English language is always
manifested.

This means that the attitudes towards

3.40 – 4.19 High learning English language is oftentimes
manifested.

This means that the attitudes towards

2.60 – 3.39 Moderate learning English language is sometimes
manifested.

This means that the attitudes towards

1.80 – 2.59 Low learning English language is seldom
manifested.
This means that the attitudes towards
1.00 – 1.79 Very Low 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.

 59

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

Total 0.46 3.14 Moderate

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.

 61

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

Total 0.53 3.83 High

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
 62

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

English Students’ Attitudes towards English Language

Language
Exposure Behavioral Cognitive Emotional Overall

.293** .269** .296** .324**

Home
(.000) (.000) (.000) (.000)
.243** .227** .249** .272**
Friends
(.000) (.000) (.000) (.000)
.283** .279** .290** .323**
School
(.000) (.000) (.000) (.000)
.324** .408** .408** .431**
Media
(.000) (.000) (.000) (.000)
.406** .417** .440** .478**
Overall
(.000) (.000) (.000) (.000)

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.

 63

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 B β t Sig.
(Indicators)
Home .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.
 64

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
 65

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
 66

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)
 67

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
 69

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
 70

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.
 71

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
 72

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
 73

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

 74

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.
 76

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.

 77

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

 78

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
 79

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:
 80

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
 81

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.

 82

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