Students’ Academic Locus of Control and Behavioral Attitude Affecting L2 Academic Performance

Control in certain circumstances is crucially unpredictable. An instance could depict how life events and control are somehow the effects of exerted control igniting success or neither a lack of control reflecting a failure outcome. Research has shown that control in learning situations encourages competency of individuals and that representations of pleasant personality and behavior, especially in academic settings. This study aimed to examine how academic locus of control and language behavioral attitudes could affect the L2 Academic Performance of the AB-ELS students at the College of Arts and Sciences, Isabela State University Echague Campus on English Language Learning. A descriptive correlational study was employed to determine the profile of the respondents. Where 90 ELS respondents at S.Y 2023-2024 are measured through a stratified random sampling design. Printed Questionnaires were utilized to gather data on academic locus of control and language behavioral attitudes. On the other hand, frequency, percentage, mean score, and Pearson correlation coefficient were considered to analyze the data. Results showed that the majority of the ELS respondents have an internal locus of control and positive language behavioral attitude influencing an L2 academic performance. On the other hand, Age, Year Level, and Grade in Purposive Communication showed no significant relationship to the respondents’ academic locus of control and language behavioral attitude in L2 performance.