COGNITIVE, EMOTIONAL, AND BEHAVIORAL ASPECTS OF ATTITUDES TOWARD ENGLISH LANGUAGE LEARNING AMONG SECONDARY SCHOOL STUDENTS IN KOSOVSKA MITROVICA: A CROSS-SECTIONAL STUDY
COGNITIVE, EMOTIONAL, AND BEHAVIORAL ASPECTS OF ATTITUDES TOWARD ENGLISH LANGUAGE LEARNING AMONG SECONDARY SCHOOL STUDENTS IN KOSOVSKA MITROVICA: A CROSS-SECTIONAL STUDY

Summary/Abstract: This study examines the attitudes of secondary school students in Kosovska Mitrovica toward English language learning. Given adolescents’ susceptibility to diverse social, emotional, and contextual influences, a quantitative, empirical, cross-sectional study was conducted to: (1) analyze the cognitive dimension of students’ attitudes; (2) explore the emotional dimension; (3) assess the behavioral dimension; and (4) determine whether statistically significant differences exist in students’ attitudes with respect to gender, age, school type, school year, and average grade in English. The research involved a convenience sample of 201 students from four secondary schools in Kosovska Mitrovica. Data were collected using an adapted version of the Attitude Questionnaire toward Learning English (Abidin et al., 2012) and analyzed through descriptive statistics, one-way ANOVA, and independent-samples t-tests in IBM SPSS Statistics 20. The findings indicate that: (a) secondary school students in Kosovska Mitrovica generally exhibit positive attitudes toward English language learning across all three examined dimensions; (b) a statistically significant difference was found only in relation to students’ average English grade, with no such differences observed for gender, age, school type, or school year; and (c) there is a clear need to implement contemporary teaching approaches and methods designed to enhance students’ motivation and engagement in learning English at the secondary level.

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