STUDY OF ATTITUDE TOWARDS ENGLISH IN RELATION TO SELF-CONCEPT AMONG SECONDARY SCHOOL STUDENTS

Abstract

Abstract

This study explores the relationship between secondary school students' attitudes towards English and their self-concept. Recognizing that language learning is not only an academic endeavor but also a psychological one, this research investigates how students' perceptions of themselves influence their motivation and performance in English. A sample of 300 students from various secondary schools was selected through stratified random sampling. Data were collected using two validated instruments: an attitude towards English scale and a self-concept questionnaire. The findings reveal a significant positive correlation between students' attitudes towards English and their self-concept. Students with a higher self-concept tend to have a more positive attitude towards learning English, which in turn affects their engagement and achievement in the subject. These results suggest that fostering a positive self-concept could enhance students' attitudes towards English, thereby improving their overall language proficiency. Educational implications include the need for integrated teaching strategies that address both language skills and students' self-perceptions. Further research is recommended to explore intervention programs that can simultaneously boost self-concept and language learning outcomes.