Attitudes and Language Learning

 Attitudes and Language Learning

By Janpha Thadphoothon

Hello I'm Janpha Thadphoothon, an English language instructor at a university in Bangkok, Thailand. I would like to share with you my thought and ideas on attitudes and language learning. If you are having difficulties learning a foreign language, you may need to look into your attitudes. My conviction is that they really matter in learning - especially, language learning.

I am sure you would agree with me that learning a new language is no easy task. It takes time, effort, and — above all — the right attitude. Some people seem to pick up new languages effortlessly, while others struggle despite all the resources at their disposal. Why is that so? In my opinion, one of the most significant factors at play here is attitude. I’d like to entertain you with the idea that attitudes, like the wind beneath the wings of an airplane, either lift you up or weigh you down in your language learning journey.

Attitudes, as we know, are products of our past experiences. Think back to your school days. Those were the days when everything was simple, but for some reason, you either liked or disliked certain subjects. I somehow think it is not the subject itself but the way it was presented, the teacher’s demeanor, or your peers’ opinions that shaped your feelings toward it. The same goes for language learning. If your early encounters with English or any other language were pleasant, chances are you would develop a positive attitude toward it.

It is well known that attitudes and behavior are closely connected. Experts say that if you like something, you are more likely to engage in activities related to it. My gut tells me that a student who enjoys listening to English songs or watching English movies is likely to pick up new phrases, idioms, and vocabulary naturally. Conversely, a person who associates English learning with boredom, fear of making mistakes, or past humiliation would avoid such activities. People say that attitude determines altitude, and in the context of language learning, I couldn’t agree more.

Fundamentally, I would argue that attitudes are not set in stone. They can be altered, reshaped, and refined. I like the idea of hope — the belief that no matter how bad your past experiences were, you can always choose to see things differently. Some argue for the view that people cannot change their innate dispositions, while others argue against it. I must admit that I lean towards the latter. I could be wrong, but my conviction is that with the right intervention, attitudes can change.

Let me introduce you to the notion of attitude change approaches. There are several ways researchers and psychologists have proposed to alter attitudes, but for the purpose of this discussion, I will touch upon three classic approaches: the behavioral approach, the cognitive approach, and the humanist approach. Each has its own merits, and I think it’s fascinating to see how they might apply to language learning.

First, the behavioral approach. It is well known that behaviorism, championed by pioneers like Ivan Pavlov and B.F. Skinner, emphasizes the role of external stimuli in shaping behavior. Pavlov’s famous experiment with dogs, where he conditioned them to salivate at the sound of a bell, is a classic example. In language learning, the behavioral approach would suggest that attitudes can be shaped through rewards, punishments, and repeated exposure. For instance, a student who receives praise and recognition for speaking English in class is likely to develop a positive attitude towards using the language. Likewise, setting achievable goals and celebrating small victories can reinforce favorable attitudes. Nevertheless, it is my belief that while effective, this method works best in controlled environments and may not always translate to long-term attitude change.

The second approach is the cognitive approach. I know you would agree with me that human beings are rational creatures, capable of reflecting on their beliefs and adjusting them when faced with contradictions. One of the most notable theories under this umbrella is Leon Festinger’s theory of cognitive dissonance. It suggests that when people experience inconsistency between their beliefs and actions, they feel psychological discomfort and are motivated to resolve the inconsistency. In the context of language learning, if a student believes that English is not useful but constantly finds themselves needing it for work, travel, or entertainment, they might start to reassess their attitude. I like the idea of using real-life experiences to challenge learners’ negative beliefs. Some argue that this method is more sustainable because it involves internal motivation rather than external rewards.

Then comes the humanist approach. My gut tells me that this is the most compassionate and learner-centered method of them all. Carl R. Rogers, a well-respected figure in humanistic psychology, emphasized the importance of self-actualization and the innate goodness of people. According to this approach, attitude change occurs in an environment of unconditional positive regard, empathy, and genuine understanding. In language learning, this means creating a supportive, non-threatening environment where learners feel valued regardless of their current proficiency. I must admit that I like the idea of treating language learners as whole persons rather than mere subjects to be conditioned or cognitive machines to be rewired. The news has it that modern language classrooms are increasingly embracing this philosophy, focusing on emotional well-being and learner autonomy.

Having said that, I realize that no single approach is perfect. Some learners respond well to rewards and discipline, others to logical reasoning, and still others to warmth and encouragement. My conviction is that a blended strategy, tailored to individual needs and contexts, is perhaps the most effective way to foster positive attitudes towards language learning.

I’d like to entertain you with one more idea: the role of culture and society in shaping attitudes. It is my personal belief that societal norms, peer pressure, and media portrayal of languages and their speakers play a significant role in how individuals perceive a language. In some countries, speaking English is seen as a status symbol; in others, it might be associated with cultural imperialism. No one knows everything, but I would like to suggest that educators should be mindful of these cultural undercurrents when designing language programs.

People say that attitudes are contagious. Surround yourself with enthusiastic learners, and you’ll likely catch the bug. Conversely, if you’re in a community where language learning is mocked or discouraged, it takes exceptional courage and resilience to stay motivated. I think this is where the role of positive role models, supportive peer groups, and inspiring success stories becomes crucial.

What we all know and agree upon is that technology has changed the language learning landscape. Online platforms, social media, and AI-powered language apps now provide unprecedented access to authentic materials and interactive learning opportunities. Some argue for the idea that these tools democratize language learning; others argue against it, citing concerns over screen addiction and superficial learning. I guess it is up to each learner to use these tools wisely, and a positive attitude towards technology can make a world of difference.

I somehow think that the future of language learning lies in fostering not only linguistic competence but also positive attitudes towards the language, its speakers, and the act of learning itself. Those were the days when everything was teacher-centered and textbook-bound, but now, learners have the freedom to chart their own paths. Nevertheless, it is my long-held belief that (though I could be wrong) a good teacher, a supportive community, and a positive attitude are still the cornerstones of successful language acquisition.

To conclude, attitudes play a pivotal role in language learning. They are products of past experiences, closely tied to behavior, and — most importantly — malleable. By understanding and applying the behavioral, cognitive, and humanist approaches to attitude change, educators and learners alike can enhance the language learning experience. Fundamentally, I would argue that fostering a positive attitude is not a one-size-fits-all endeavor but a dynamic, ongoing process influenced by individual, social, and technological factors. My gut tells me that those who approach language learning with curiosity, openness, and resilience are the ones who truly succeed.

I must admit that writing this piece has made me reflect on my own attitudes towards learning new things. Some days, I feel like Pavlov’s dog, responding to rewards; other days, I find myself wrestling with cognitive dissonance. But at the end of it all, it’s the humanist in me that keeps the fire burning. I like the idea of learning for the sheer joy of it — and I hope you do too.

About Janpha Thadphoothon:

Janpha Thadphoothon is an assistant professor of ELT at the International College, Dhurakij Pundit University in Bangkok, Thailand. Janpha Thadphoothon also holds a certificate of Generative AI with Large Language Models issued by DeepLearning.AI.

Cite as :

Thadphoothon, J. (6 May 2025). Attitudes and Language Learning. JT Blog. Available online at
https://janpha.blogspot.com/2025/05/attitudes-and-language-learning.html