The Relationship Between Attitude and Motivation in English Language Learning Behavior of North Bangkok University Students
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Abstract
Background and Aims: In the modern globalized world, English language proficiency stands as a vital skill. Students in Thailand continue to demonstrate poor English skills despite sustained educational advancements because their academic results and career potential suffer from this deficiency. To improve classroom teaching and student performance, we must understand the psychological and behavioral elements that affect English language acquisition. The research aimed to understand the attitudes of North Bangkok University students towards learning English, while also examining their motivation to learn the language, analyzing their learning behavior, and exploring how these elements interact.
Methodology: The research study selected a sample of 282 students from the ENG102 course at North Bangkok University using stratified and simple random sampling techniques. Researchers compiled data through a validated questionnaire, which included sections about learners' attitudes as well as their motivation and language learning habits. The statistical analysis consisted of calculating the mean, standard deviation, and Pearson's correlation coefficient.
Results: The research uncovered high levels across students’ attitudes, motivation, and English language learning behavior. Students displayed slightly higher motivation (mean = 4.39) compared to attitude (mean = 4.33), while their learning behavior exhibited a comparable level of performance (mean = 4.41). Research identified a significantly strong positive relationship (r = .753, p < .01) between attitude and motivation in English language learning behavior, while motivation displayed the highest correlation (r = .853).
Conclusion: Research findings indicate that learning behavior in English language acquisition is heavily influenced by both attitude and motivation levels. When students develop intrinsic motivation together with positive attitudes toward English, it leads to better outcomes in learning the language. The results provide important information that curriculum developers and educators can use to enhance English teaching methods at Thai universities.
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