The Relationship among Attitudes, Motivation and Learning Achievement in English as a Second Language a Study on Advanced Level Students

In Sri Lankan education system, English is a compulsory subject from Grade 3 to Grade 13, leaving no option for alternatives. Despite more than a decade of English instruction, students often exhibit challenges in language proficiency. Attitudes and motivation are recognized as significant factors influencing language acquisition. This research aims to investigate the correlation between students’ attitudes, their motivational levels, and their achievement in learning English as a second language among Advanced Level students. The study seeks to provide insights into how these variables interact and impact English language learning outcomes. Three schools from urban, suburban, and rural areas within the Batticaloa District were randomly selected for this study. The research employed both quantitative and qualitative correlation analyses. A total of 116 respondents, comprising both male and female students, were surveyed and interviewed randomly to collect the necessary data. Data collection involved distributing a standardized questionnaire consisting of 18 items specifically designed to address the study’s objectives. The data were analyzed using SPSS Statistics 20 software. The study’s findings indicate a significant correlation between students’ attitudes, motivation, and their achievement in learning English. The results suggest that positive attitudes towards English are associated with higher levels of motivation and, consequently, better learning outcomes. Conversely, negative attitudes towards the language are linked to lower motivation and reduced achievement. The research highlights a significant relationship among motivation, attitudes, and learning achievement. Based on these findings, the study recommends the implementation of pedagogical strategies to maintain and enhance students’ positive attitudes, increase motivation, and improve English language learning skills.