Factors Influencing Secondary School Students' Attitudes Towards English: Insights from Turkish Educational Context

Abstract

This study investigates the attitudes of secondary school students in Turkey towards English courses, focusing on various factors that influence these attitudes. Data was collected from 226 students using a survey model. The research examines the impact of gender, academic achievement, parental education, grade level, the age at which English learning began, and participation in out-of-school English courses on students' attitudes. Findings indicate that students generally have a moderate attitude towards English, with significant differences observed based on gender, academic achievement, and parental education. Early exposure to English and participation in supplementary English lessons positively correlate with better attitudes and academic performance. The study underscores the importance of addressing these factors in English Language Teaching (ELT) to enhance student engagement and proficiency. The research contributes to the broader ELT discourse by advocating for differentiated instruction, early language education, and parental involvement to improve students' attitudes towards English courses, ultimately preparing them for success in a globalized world.

Keywords

• English courses
• attitude
• secondary school
• English language learning

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