Attitudes and Language Learning Behavior and Outcomes

 Attitudes and Language Learning Behavior and Outcomes

By Janpha Thadphoothon

Let's talk about attitudes and what your attitudes matter. One belief is that your attitudes toward languages and language learning matter. I am sure you would agree with me that how we feel about a language or a culture influences the way we learn that language. As we know, language is more than a system of sounds, words, and grammar. It is a cultural, social, and personal identity marker. In my opinion, language learning is not just about memorizing vocabulary and conjugating verbs; it is about connecting with people, ideas, and histories.

First of all, let me introduce you to the notion of attitudes. Attitudes are psychological tendencies expressed by evaluating a particular entity with some degree of favor or disfavor. In the context of language learning, attitudes can be towards the language itself, the community of its speakers, and the act of learning it. I notice that many of my Thai students tend to have mixed feelings when asked to learn English. Some show enthusiasm, while others reveal anxiety or even indifference.

My conviction is that these attitudes are shaped by many factors: past experiences, cultural beliefs, societal values, and personal encounters with the language. Some argue for the idea that positive attitudes are essential for effective language learning, while some argue against this, claiming that aptitude or teaching methods matter more. I must admit that I tend to side with the former.

Experts say that learners with positive attitudes towards a language and its speakers are more likely to engage in learning activities, persevere through difficulties, and use the language in real-life situations. I think this makes perfect sense. The news has it that in multilingual countries, students who grow up in culturally diverse environments tend to develop better language learning abilities, not necessarily because of their intelligence, but because of their openness and favorable attitudes toward other cultures.

In Thailand, for example, English has long been associated with globalization, career advancement, and modernity. Yet, it has also been viewed as a symbol of cultural imperialism. I guess it is safe to say that this dual perception affects how Thai students approach English learning. Some students are eager to master English to secure better jobs, while others feel it threatens their cultural identity. Having said that, I realize that the situation is changing. Younger generations seem to be more pragmatic and globally minded.

I’d like to entertain you with the idea that attitudes can be both conscious and subconscious. A student might declare that they love English but avoid speaking it in class for fear of making mistakes. What we all know and agree upon is that fear of failure is a universal human emotion, and it can be a significant barrier in language classrooms.

Wisdom from the past hints that teachers play a pivotal role in shaping students’ attitudes. Indeed, a supportive, encouraging, and culturally sensitive teacher can make a world of difference. In my personal belief, a language teacher is not just a linguistic expert but also a cultural ambassador and motivational coach.

Globally, language attitudes have been studied extensively. Some argue that instrumental motivation (learning a language for practical benefits) often coexists with integrative motivation (learning a language to integrate with its community). I could be wrong, but I somehow think that in the age of AI and social media, new forms of motivation are emerging. Young people today learn languages not only to pass exams or travel abroad but also to connect with online communities, follow influencers, and enjoy foreign content.

Let's be a bit more scientific. Studies by Gardner and Lambert in the 1970s identified integrative and instrumental motivations as key factors in language learning success. Later research suggests that attitudes, motivations, and beliefs about oneself as a learner are intertwined. Make no mistake, without positive attitudes, even the best teaching methods can fall flat.

What’s more, attitudes toward language learning are not static. They evolve with personal experiences, social trends, and political climates. The past is the past. Those were the days when everything was simple, but in today’s interconnected world, language learners encounter diverse influences. Some might develop positive attitudes after making foreign friends online, while others might grow resentful due to unpleasant language learning experiences.

Somehow I think it is crucial for language educators to be aware of students’ attitudes. No one knows everything, but I would like to suggest that simple activities like attitude surveys, reflection journals, and open discussions can help teachers understand learners better.

I like the idea of integrating cultural awareness into language classrooms. It is well known that language and culture are inseparable. When students learn about the traditions, values, and lifestyles of the target language speakers, they tend to develop more favorable attitudes. Gradually, I have incorporated cultural modules into my English courses. What’s more interesting is that students become more engaged when they discover similarities and differences between their culture and others.

They say attitudes are contagious. A classroom with enthusiastic, curious, and respectful students can uplift everyone’s motivation. Conversely, a toxic learning environment filled with ridicule and negativity can crush even the brightest student’s spirit. My gut tells me that fostering a positive, inclusive, and supportive classroom climate should be every language teacher’s priority.

Nevertheless, it is my long-held belief that (though I could be wrong) attitudes towards language learning can be improved with conscious effort. Like it or not, the world moves on. As languages continue to be tools for global communication, those with positive attitudes will thrive.

Let me introduce you to the notion of language learning anxiety. It has perplexed me how capable students with solid grammar and vocabulary knowledge hesitate to speak. Research suggests that negative attitudes toward oneself as a language learner can lead to anxiety, avoidance behavior, and poor performance. I know you would agree with me that building learners' confidence is just as important as teaching grammar rules.

First of all, teachers should acknowledge learners’ feelings. I am not an expert, but I have read somewhere that empathetic teachers can reduce classroom anxiety by providing reassurance, creating non-threatening tasks, and celebrating small successes. And then ultimately, students start seeing language learning as an enjoyable journey rather than a stressful obligation.

I must admit that my own attitudes towards languages have changed over the years. Those were the good old days when English was my most dreaded subject. However challenging, I determined to make it clear to myself that I had to improve. Gradually, I grew fond of it, especially after realizing that it opened doors to new ideas, friends, and opportunities.

In my opinion, one effective way to foster positive attitudes is through success stories. I like the idea of inviting guest speakers or alumni to share how language learning transformed their lives. Such narratives can be powerful motivators. People say that seeing is believing. When students witness someone from their background achieving success, they believe they can too.

Some argue for focusing on accuracy, while others advocate for fluency and communication. I think both are important, but overemphasizing correctness can damage learners' confidence and attitudes. My conviction is that making mistakes is a natural part of learning. The saying goes, "Failure is the mother of success."

What's more, schools and institutions should value multilingualism and celebrate linguistic diversity. In Thailand, for example, promoting regional languages alongside English can help students appreciate the richness of linguistic heritage and develop open-mindedness. It has perplexed me why some people see language learning as a betrayal of one's own culture. In truth, learning a new language often deepens one’s appreciation for their mother tongue.

Having said that, I realize that attitudes toward languages are not formed in isolation. Families, peers, media, and society at large play crucial roles. I guess it is wise for policy-makers to create positive language learning narratives in media and public discourse.

In closing, I think it is fair to say that attitudes matter greatly in language learning. Fundamentally, I would argue that while aptitude and methods are important, attitudes shape the way learners perceive, approach, and sustain their learning efforts (Behavior). My gut tells me that in our rapidly changing world, fostering positive, inclusive, and flexible attitudes toward languages will empower individuals to thrive.

About me:

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.