Students’ Academic Locus Of Control And Behavioral Attitude Affecting L2 Academic Performance

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

Cindy M. Liban, Juanito P. Tandoc Jr, Ma. Theresa L. Eustaquio

Isabela State University Philippines

DOI: https://dx.doi.org/10.47772/IJRISS.2024.8120362

Received: 07 December 2024; Accepted: 11 December 2024; Published: 24 January 2025

ABSTRACT

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.

Keywords: Internal Academic Control, External Academic Control, language behavior, L2 performance, locus orientation

INTRODUCTION

Language offers life one purpose: to decide for what, why, and whom reasons were organically based. Nevertheless, individuals considered acquired in such social settings that although obstacles could arise, our chosen objective would always depend on our capacity for adaptation. Perhaps there is a fundamental component in complexity, the desired choices that impacted to study with freedom; otherwise, academic achievement will not be predicted.

According to Gripaldo, a philosopher who examined one of the mentalities of Filipino behaviors, Filipinos are fond of using the word ”Bahala na” in the Philippines. This is well recognized, which explains why Filipinos say this when they are not capable of handling the situations and adversities in the end, reflecting a fatalistic mindset (195).

Notwithstanding, many scholars over the decades have devoted themselves to discovering the factors and characteristics influencing achievement. Besides, fostering quality education to acquire productivity and knowledge has never been way more significant to produce life with advancement. Consequently, in economic and social growth, the demands of ambitious students, earning a baccalaureate degree is the most essential rung in the economic ladder (Pascarella et.al 512), achieving conscionable time for this issue is necessary. Further, studies have shown that in addition to ability and intelligence, personality variables also have an important role in predicting academic performance. There are also growing appeals for some factors affecting the students’ motivation, learned helplessness, and self-efficacy that could possess to the attribute learning motivation representing excellent academic achievement.

Employing learners’ perceptions, skills, and knowledge would develop meaning as well as a sense of control over their beliefs and sentiments in the area. This will now conclude how, locus of control, in a psychological perspective significantly affects individuals’ motivation and language learning (Weiner 71). Moreover, this construct plays as a key aspect for learners in second language, where achievement is achievable since their locus of control generally affect how learners acquire self-efficacy or in specific, self-motivation on performing activities. In the dimension, an internal locus of control according to Gardner and Warren, is related with acceptation degree of individual responsibility as a result of their own behaviour. Acceptation of events as a result of their own behaviour is explained as internal control, and acceptance of events as result of others, and binding them to fortune, fate and luck is explained as external control.

Yazdanpanah, Sahragard and Rahimi (187) investigates the concept of locus of control as good predictor of academic achievements, and assured that the internals perform at the higher level of achievement than the external.  While, Yu consider English to be important in communication and educational or career advancement when positive attitude was exposed.

Emphasizing this continuum, the researcher’s knowledge in the field of linguistics is dedicated to investigating the locus of control of ELS students. To sum up, the paper sought to:

1. Identify the ELS students’ academic locus of control affecting their L2 academic performance.
2. Determine the ELS students perceived behavioral attitude affecting their academic performance.
3. Determine if there’s a significant relationship between the respondents’ profile and their perceived language behavioral attitude affecting their L2 academic performance.

METHODOLOGY

Research Design

This study aimed to determine the locus of control and language learning behavioral attitude influencing the respondents’ L2 academic performance. Hence, this research used a quantitative research design, specifically, descriptive-correlational survey, to analyze the relationship between two variables.

Descriptive-correlation method provides the concepts in the study that were used to observe the relationship between academic locus of control and learners’ language learning behavioral attitude and academic performance in L2 language, through the use of statistical analysis. The study, involve the understanding of the current situations that occur in the natural setting.

Locale and Respondents of the Study

This study was confined at the College of Arts and Sciences, Isabela State University-Main Campus among the 2nd to 4th-year level of Bachelor of Arts in English Language Studies. Specifically, the 90 ELS students of 2nd year to 4th year level currently enrolled at S.Y 2023-2024. The respondents of the study were purposely chosen through a stratified random sampling design.

Research Instrument

The first part consisted of the profile of the students- such as age, year level and grade in Purposive Communication for their first-year subjects.

Second, the Duttweiler’s Internal Control Index that was developed by Duttweiler, (1984) was used in the study as it has been already utilized extensively in various studies. Within this questionnaire, 28 items designed with five options from ‘’rarely’’ to ‘’usually’’ are administered. Higher scores are indicative of the internality respondents’ locus of control, while lower scores are indicative of externality of students.

Subsequently, the instrument from language behavioral attitude was an 8-item questionnaire that was partly adopted by Abidin et al. and Orfan. This instrument was used in the study of Saifullah Muslim and Saifurahman Rohi to explore the attitudes of L2 learners toward learning English language at Paktia University. The questionnaire consisted of 8-question statements regarding Behavioral Aspects that were the focus of the present researcher to cover the understanding of students’ attitudes based on their actions and behaviors.

Last, to measure respondents’ achievement, the General Weighted Average (GWA) from their first-year grades in General Education Curriculum (GEC) in Purposive Communication course was used as it determine their L2 learning performances and competency in the field of English Language among AB-ELS students. Their General Education Curriculum (GEC) 4 grade is a common ground for all the chosen respondents.

Data Gathering Procedure

Upon the approval of the research instrument, the researcher formally wrote a letter of request to inform the heads of the Isabela State University- Main Campus, for the consent to address the study, respectively.

After which, the request was approved, the respondents provided a Consent Form before conducting the research questionnaire. This consent is administered prospectively, to provide a full information about the purpose, and procedure of the study as it shows the authority, rights, and decisions acquired by the respondents to establish trust in the researcher’s treatment. Subsequently, when the provided form is agreed upon and obtained, the researcher facilitated the respondents to take part in the study purposes.

To gather data on the GEC 4 grade of the respondents, the researcher on the other hand, asked them respectively to indicate their GEC 4 Purposive Communication grades during the S.Y of 2022-2023.

While in the survey questionnaire, it was personally distributed based on the availability and preferred schedules of students. The printed questionnaire on the academic locus of control and perceived behavioural attitude affecting the 2nd to 4th year respondents’ academic performance in second language learning were administered. As mentioned, the data outcomes that was collected, are to be kept confidential and secured as the researcher’s responsibility is to analyse the given information, objectively.

Sampling Procedure and Sample

The researcher used the stratified random sampling in evaluating the respondents of the study. Through this sampling procedure, the researcher was able to determine the sample selected respondents from the entire population of 2nd to 4th year AB-ELS student on their academic locus of control and behavioral attitude’s in L2 academic performance.

Statistical Treatment of Data

The following statistical procedures were utilized to interpret data from the respondents of the study. Percentage, Weighted Mean, Frequency, and Likert scale are administered to describe ratings based on the results of the study. While, Descriptive statistics, Pearson correlation, and the SPSS pack for the analysis of data are conducted.

RESULTS AND DISCUSSION

Table 1. Respondents’ Age, Year Level, and Grade in Purposive Communication (n=90).

With reference to age, most of the students aged twenty-one (21) got the accumulated highest percentage scores which is 28.9% or twenty-six (26) respondents out of ninety (90) students. The second highest indicates the aged twenty (20) students obtaining a percentage score ranging of 27.8 % or twenty-five (25), followed by the aged nineteen (19) with 23 or 25.6% respectively. However, one (1) respondent or 1.1% got the lowest percentage for aged 24.

In terms of Year level, it could be gleaned from the table above that majority of the respondents were the 2nd year students with a frequency of thirty-five (35) or 38.9% while, 4th year students got the frequency of thirty (30) or 33.3% and followed by the 3rd year students with a frequency of twenty-five (25) or 27.8%. Ultimately, the table shows the respondents Grade in GEC 4 Purposive Communication during the S.Y of 2022-2023.

Out of the 90 respondents, there are thirty-five (35) or equivalent of 38.9% who achieved the grade of 1.75, followed by the twenty-seven (27) or 30% acquiring the grade of 2.00, and fourteen (14) or 15.6% of the respondents got the grade of 1.50.

Albeit, the GEC 4 grade of four (4) respondents attained the frequency score of 2.25 or 4.4%, followed by the two (2) respondents with 2.50 or 2.2% and one (1) of the whole population of the respondents still achieved the grade of 2.75 0r 1.1% for the minimum passing grade in the course subject.

Table 2. ELS students’ academic locus of control affecting their L2 academic performance

Table 2 manifested that among the 28 items, majority of the respondents commonly perceived the Academic Locus of Control towards L2 Academic Performance is high with overall generated mean of 3.55 and having the ‘’Frequently’’ description as reflected. This finding shows that most of the respondents acquire an Internal Locus of Control where their own sense of doing reflected their L2 Academic Achievement, which Aliyev et, al.; Bester & Kuyper also denotes that students’ locus of control greatly impact the improvement of students’ potential and academic achievement.

It could be gleaned that students’ beliefs also possessed an eagerness to achieve academic success through efforts that they’ve put upon performance. This was aligned with an internal locus of control which from the highest item out of 28 items, item 5 ‘’If I want something I work hard to get it.’’ with 4.41 mean score and general description of ‘’Usually’. Correspondingly, Zulkaida, et.al (as cited by Bahtiar et. al 54) asserted that students who ascribe an internal control will always endeavour to express themselves, and will respond to problems of any kind through means such as imagination, promptness, attention, new experiences/problems/opportunities (Fl Lincă). They are truly pursuant in acquiring successful performance in learning the language effectively.

Nevertheless, students are likely persistent to be ambitious as how they preferred to work with own fulfilment and a sense of independency. This was implied in the 4 remaining highest items which attributes the internal locus of control with general description of ‘’ Frequently’’ for item 3: ‘’I like jobs where can I make decisions and be responsible to my own work’’ with 4.19 mean; item 18: ‘’For me‚ knowing I’ve done something well is more important than being praised by someone else’’ with 4.17 mean score; item 12 ‘’Whenever something good happens to me I feel it is because I earned it’’; with 4.16 mean and item 10 ‘’I consider the different sides of an issue before making any decisions.’’; with a mean of 4.13 that English language students internalize a positive outlook of their own capability empowering to shape their self-development through learning experiences. Furthermore, students seem to an achievement-oriented individuals whose specific work or activities whether they pass or fail, are due to instances of lack of control or diligence in learning. Linguistic competence and high self-efficacy undoubtedly featured the foremost aspect of the ELS students through L2 Academic performance, igniting a resource of achievement in studying the English Language.

The result of this study corroborates to the study of Amir Akram Katirayifar, et.al, about the use of locus of control as a predictor of academic success. Wherein, students who obtained a highest accumulated grade reflected an achiever student and definitely had a higher score too on their internal locus of control.

Moreover, it revealed that respondents preferred to internally controlled outcomes depending on the self-regulated skills they engaged with in some autonomous activities or in any challenges they encountered. Here, the following (9) items are found to be perceived by the respondents. Items 16 ‘’When something is going to affect me, I learn as much about it as I can’’; 21 ‘’I do what I feel like doing‚ not what other people think I ought to do.’’; 7 ‘’I will accept jobs that require me to supervise others. ‘’; 28 ‘’When I’m involved in something I try to find out all I can about what is going on‚ even when someone else is in charge.’’; 15‘’I am sure enough of my opinions to try to influence others.’’ ; 9 ‘’I like to have a say in any decisions made by any group I’m in.’’;  24 ‘’When I have a problem, I   follow the advice of friends or relatives.’’ ;17 ‘’ I decide to do things on the spur of the moment.’’; 25 ‘’ I enjoy trying to do difficult tasks more than I enjoy doing easy tasks.’’ with the corresponding mean of 3.90, 3.88, 3.70, 3.64, 3.60, 3.58, 3.53, 3.52, and 3.51 respectively.

It indicates that students are invested in being optimistic and appreciative of any single effort that motivation ascribed success through language learning. As a matter of course, motivated language learners are goal-driven, persistent, and expend more effort (Richard, 80). As much as they could, they were enthusiastic about scenarios that regarded their ability to communicate with thoughts and analyze ambiguous situations that may influence their self-improvement and others. Besides, it shows that ELS students are determined learners.

Contrarily, due to the extent of the force of their external environment, respondents’ beliefs about circumstances particularly when it focuses on academic achievement that may cause failure. To articulate, somehow, they experience such learning situations which are dependent on perceived fate or luck that is highly unpredictable while withdrawal of efforts is widely expected.

Specifically, this was evident on item 26 with a lowest mean score of 2.89 and a descriptive equivalent of ‘’Sometimes’’, ‘’ I prefer situations where can I depend on someone else’s ability rather than my own.’’ suggest that some of the ELS students are sometimes hopeless, and not committed to reinforce their work with such persistence, and mastery into the subject or target goals in learning. Thus, it explained why occasionally ELS students with external beliefs characterized their competencies as less conducive, unproductive, and indulge a negative attitude towards L2 Academic Achievement. They also tend to rely on other validation, implying that occasionally, they find a situation where they don’t believe in their capability.

Wilding supported this view when he argued that externally oriented persons whether they reach a goal or fail, divert on blaming the outcomes on certain situations but never on their responsibility for such actions. Likewise, Muazaam, Z., et.al, (414) claimed that when external is not thoroughly responsible in academic performances, they may be more likely to address it in self-handicapping perspective, instead of making conscious and wise efforts.

Further, it could be denoting that some ELS students in spurts of time, tend to be passive to desire success, without considering their thoughts, and had a lack of self-growth.  As opposed, Internals ponder to secure this notion concisely, whereas Brown et al. (2002), as cited by Atibuni, et., al, (128), concede that they demonstrate a higher level of maturity and lower levels of indecision. By fate of such things, this result signifies an external control of poor academic performance.

Table 3. Respondents’ Behavioural attitudes towards English language learning

As can be seen in the Table 3, majority of the respondents strongly agreed which sought the information on 4 statements about item 6, ‘’I feel proud when studying English.’’ with 4.26 mean; item 2, ‘’ I feel happy when I talk in English with others. ‘’ with 4.21 mean; item 8, ‘’Majority of the textbooks and other course materials used by our teacher best fit our needs.’’ with 4.11 mean; and item 7, ‘’ To be honest, I have a lot of interest in my English classes.’’ with a mean of 4.04 respectively.

It indicates that respondents perceived English classes as engaging and reliable for acquiring competence and proficiency in English language learning. They prioritize the importance of learning along with the positive impact of it on their behavioural attitudes and such necessary skills they need in every circumstance. Following, Muir and Rehman stated that a behavioral feature of the attitude is concerned about the actions, interactions, and responses of the learners in a particular situation.

In parallel, Nakhon Kitjaroonchai’s (32) study as cited in Flyildirim and Ashton (2006), reveals that university students attribute positive attitudes towards the English language. Indeed, students attaining language competency could benefit them in performing academically and even in making themselves a confident learner.

Furthermore, the respondents gave a strongly agree mark on another (4) of the lowest items. Item 3, ‘’ I don’t get anxious when I have to answer a question by English in the class.’’ with a mean of 3.43; Item 5, ‘’I prefer studying in English rather than my mother tongue. ‘’ with a mean of 3.70; Item 4, ‘’I enjoy most of the teaching methodologies used by our teachers.’’ with a mean of 3.80; and Item 6, ‘’I feel happy when the teacher speaks English.’’ with a mean of 3.91. With this perception, respondents predominantly hold a positive experience in learning the language since they show more desire, interest, and definitely, comfort rather than experiencing boredom, timidness, or anxiousness in the active process. Along with this, they see the importance of implying the English language vocabulary in their everyday native discourse most especially in situated learning and teaching aspects.

However, these results were opposed by Abidin’s (123) study when he observed that students tend to show negative behaviors, and do not feel English lessons exciting as they also intend to divert their attention as much as possible.

Nevertheless, the result implies that ELS learners are interested in the English Language. They are eager to understand more about the advantages of learning it in their personal life and appreciate the methodologies developed by their teachers. Thus, the English curriculum primarily develop for the ELS students to become globally competitive individuals. Whereas, the findings of Andayani (374) also argued for students to not only be experts in global work but also to be fluent and confident in communicating in English.

Table 4. Relationship between Students’ Academic Locus of Control in L2 Academic Performance and their profile.

Table 4 shows the relationship between the respondent’s profile and their Academic Locus of Control in L2 Academic Performance.

The results shows that there is no significant relationship in Academic Locus of Control across the different age groups. Hence, the result is positive but weak indicating that it is not statistically significant at 0.05 level of significance, given the p- value of 0.499. This could also mean that the hypothesis of the study, ‘’ that there is no significant relationship between the respondents’ profile and their academic locus of control affecting their L2 academic performance.’’ is proven as accepted.

Since there is no significant relationship between the respondents’ age and locus of control, hence, ELS students’ age is not a determining factor in their L2 academic performance. Besides, they prioritize internalizing life circumstances in which their age will not modify their ways of learning. In the same way, Chalak and Nasri’s (2368) affirmed that EFL student’s age level and their Internal Locus of Control scores do not impact successful L2 academic achievement. They recommended taking the effects of locus of control on achievement into consideration in language teaching and learning, where both genders with no age limit, must be taken into consideration.

Meanwhile, the relationship between the respondent’s profile in terms of their year level and their Academic Locus of Control in L2 Academic Performance elucidates that there is no statistical significance at the 0.05 level of significance, given the p-value of 0.595.  This specifies that there is no significant relationship between the variables and that that ‘’there is no significant relationship between the respondents’ profile and their academic locus of control affecting their L2 academic performance’’ is proven as accepted.  Whereas, it can be said that their locus of control will depend on how much they control themselves specifically the behavior in learning the language effectively. Year level on the other hand, signify the gradual development in the desired course but it is not a cornerstone to determine their locus of control in certain events.

Correspondingly, the study of Prof. Ala’ Hsssein Oda, Ph.D. Duaa et.,al (71) revealed that year level in colleges has no significant correlation between locus of control and language performance in most courses.

AA Gujjar (7) also designates that there is no statistically significant relationship between mean scores on the locus of control of male and female university students, implying that the null hypothesis is widely accepted. However, the third hypothesis of his study was rejected when all college students with both genders in their year level were significantly related.

Moreover, there was also no significant relationship between the respondents’ grade in Purposive Communication course and their Academic Locus of Control given the p-value of 0.571. The correlation between perceived Grade and Academic Locus of Control is positive but very weak, and it is not statistically significant at the 0.05 level.

Here, it entails that ELS student perceived an internal academic locus of control where grades in the purposive communication course showed their L2 academic performances. It may also infer that this subject may attribute their ability to achieve successful output and an essential component through professionalism (RD Gloria 63). Notably, their exposure to the course denotes why they develop linguistic competence and which indeed defined their high passing accumulated grade in attained language knowledge that Wang S. et al., refer it as student language achievement.

According to EWM Au, as cited by (Skinner. et al., 1990; Gembeck, & Connell, 1998), perceiving control over one’s grades promotes development, engagement, and academic performance. However, the result shows that respondents’ grades do not dictate their beliefs on specific learning outcomes. Consequently, G. Kumaravelu’s (64) study’s findings contradict the notion when he observed that internal locus of control with r = 0.112 on the meaningful level of P<0.05 had a significant and positive relationship with the academic achievement of university students.

Notwithstanding, locus of control is still a key ingredient to reinforcing learners’ competence academically and socially, most especially in performing a formative task in the curriculum. Even so, grade still would not define the learner’s capacity to organize their beliefs and control in such events.

Table 5. Relationship between Students’ Language Behavioral Attitude in L2 Academic Performance and their profile.

As displayed on Table 5, the results reflect a mean score of 0.05 level of significance, given the p-value of 0.658 for attitudes that is not statistically significant across different age groups and ELS students’ language behavioral attitude.

Since the findings depict no significant relationship between their age groups and language behavioral attitude in the L2 learning context, this implies that respondents grasp the linguistic knowledge for successful L2 academic performance positively. Whereas, their age aspect did not contribute to their achievement. Students are striving to learn the English course and be able to express themselves with certain behavioral attitudes such as finding the language study as viable, enjoyable, and appropriate in their second language competency.

The finding was supported by the claim of Todor & Degi (134) that language learners’ behavioral attitudes toward languages have a significant impact on the language learning process and educational outcomes. Likewise, in consonance with previous studies found that ELS students generally possess a positive behavioral attitude toward English Language learning. At some point, PIO Aika, et., al study as cited by Tsuda, contradict that students have negative attitudes toward learning the English Language.

Hence, the hypothesis that states ‘’that there is no significant relationship between the respondents’ profile and their perceived language behavioral attitude affecting their L2 academic performance’’ and their age is proven accepted. Nevertheless, about age differences, H Öz (1046) asserted in the results of his study that there is a statistically significant relationship among the variables for students in age groups of 18 to 20. Where, it entails that age level factors the students’ attitude and L2 achievement.

Meanwhile, a language behavioral attitudes towards English language learning is very weak (close to zero) and do not show a statistically significant related across different academic year levels. It indicates that the result is not statistically significant at the 0.05 level, given the p-value of 0.865 significance (p=0.697).

Therefore, there is no significant relationship between the respondents’ year level and their behavioral attitude in English Learning context. Specifically, the results implies that year level does not influence or determined the L2 achievement of ELS learners since they acquire a positive behavioral aspect in learning the English language proficiently.

 In any case of students’ college year level, and language learning process, the foremost programmes will tend to create fundamental and appropriate behavioral attitudes as perceived by the students (CV Bhaskar).

The findings concede with the results of the study of G Anwar & Shukur (23), implying that truly behavioral attitude is significantly correlated with learning the English language. Hence, it may reflect that students’ attitudes are meaningful and could vary according to the years they acquired the skills they had. However, it is distinctive in the present study findings.

Furthermore, the gathered data entailing the mean scores for different grades reflected the mean score, which is not statistically significant in nature at the 0.05 level, given the p-value of 0.128. Whereas, any observed variations in attitudes towards English language learning across the different grades are negative and weak in findings.

Similarly, it conveys that due to the probability of attaining passing grades, particularly in purposive communication, ELS students are eager to be linguistically aware of their competence and skills. Explicitly, they learn how to assess their behavior about developing prerequisite skills. Such productive and receptive skills were distinguished as how each learner actively participates and aspires to gain L2 accomplishment.  Whereas the positive outlook for appropriate behavioral attitude, specifically, in learning a second language, would create a difference towards success.

York et al. (14) as cited by Harackiewicz et al., believed that it’s an indicator of ‘’success’’ in learning and that a final grade in the course measures academic achievement. Hence, students pursue studying English as an important matter due to their perception that vast opportunity will mold them through productive growth, but the study implies that it has nothing to do with their behavioral perspectives.

The findings were corroborating with the findings of several studies conducted which uncovered no significant relationship among the variables of students’ grades and positive behavioral attitudes toward English Language learning achievement (Zefran 177).

Conversely, Amrai (401) stated that a scholarly academic achievement attained due to exert effort and patience towards proficiency; students in the course got a higher grade throughout the course. Moreover, the idea was supported by the findings of F Vahdany and Rukh about the students’ academic grades and behavioral attitudes which entails a significant relationship.

SUMMARY

This study was conducted to determine the academic locus of control and behavioral attitudes of the BA English language students towards their L2 academic performance. A total of 90 respondents in the English Language Department of Isabela State University- Echague Main Campus were addressed to support the reliability of the study.

Descriptive-correlation statistics were utilized to outline the data of the study employing the percentage, weighted mean, frequency, and Pearson correlation coefficient. A stratified random sampling design was also used to measure the respondents of the study, wherein, thirty-five (35) from 2nd, twenty-five (25) from 3rd, and thirty (30) from 4th year students.

The result of the study reveals that twenty-one (21) had the highest number of respondents’ age level, followed by the ages twenty (20), nineteen (19), and one (1) from the age of twenty-four (24) who got the lowest age level for the AB-ELS respondents. By year level, the majority of the respondents were in the second year, followed by the fourth year, and the least of the respondents are from the third-year level. On the other hand, Grade in GEC 4 Purposive Communication during the S.Y of 2022-2023 shows that thirty-five (35) respondents achieved the grade of 1.75, followed by twenty-seven (27) for the grade of 2.00, and 14 respondents attained the grade of 1.50.

With reference to, Academic Locus of Control in L2 Academic performance reveals that AB-ELS Students have a high weighted mean score of 4.41 for item 5, ‘’ I want something, I work hard to get it.’’ reinforcing their Internal Locus of control. While, an External Locus of control could be perceived on item 26, ‘’ I prefer situations where can I depend on someone else’s ability rather than my own.’’ with a least mean score of 2.89, respectively.

Nevertheless, respondents’ Behavioral Attitude in L2 Academic performance reveals the results that showed a general mean score of 3.93, entailing that the AB-ELS respondents had a high behavioral attitude. It can be derived, from the highest item 4, ‘’I feel proud when studying English.’’ obtaining a 4.26 mean score, followed by item 2, ‘’ I feel happy when I talk in English with others. ‘’ with a 4.21 mean score; and item 8 ‘’Majority of the textbooks and other course materials used by our teacher best fit our needs.’’ with 4.11 mean score, accordingly.

Furthermore, the AB-ELS students’ age, year level, and grade in purposive communication have no significant relationship with their academic locus of control on English language learning. Likewise, the findings revealed that, there is no significant relationship between respondent’s language and behavioural attitude aspects.

CONCLUSION

In the light of the indicated finding, the following conclusions were derived:

The majority of the respondents on the AB-ELS course answered a descriptive rating of ‘’Frequently’’ about Academic locus of control towards L2 Academic performance. Hence, the respondents attribute an Internal Locus of control in which they perceived that such academic success and challenges are due to the sense of control they exert on themselves. The willingness is evident to a certain extent that they are eager to be independent, encouraged, and pursuant.

However, the AB-ELS respondents still perceived an external academic locus control in certain items since an instance of their learning outcomes determined by their beliefs on such others or in external forces. Referring to this could demonstrate that on occasion, ELS students encounter situations in which they tend to be reliant, never on their work, and have a lack of self-control for some reasons. Despite that, this may enrich a handicapping behavior of poor beliefs on self-capability, an internal orientation is still typically more dominant.

Since, this can be observed that English language studies teachers, and classroom activities are beneficial, reliable, and truly effective for ELS students’ self-driven goals. That suggests that the result indicated an internal perception of students that regardless of age, year level, and their perceived grade in GEC 4 purposive communication, ELS students are found to be diligent, skilled learners and tend to maintain an L2 successful learning achievement. While, in respondents’ language behavioral attitudes majority of the respondents answered a descriptive rating of ‘’Strongly Agree’’ towards L2 performance.

This finding implies that ELS students are active learners and acquire highly positive attitudes and beliefs toward English language learning. They are passionate about the field they possess since they perceive English subject as an essential asset in their professional growth and improvement.

Consequently, this entails that students were interested in being proficient in English and enjoying the influence it has on themselves. Especially when their purposive communication grades in the major course were the bear fruit of that behavior.

There is no significant relationship between the respondent’s age, year level, and grade in purposive communication in their academic locus of control and behavioral attitudes towards L2 academic performance. Therefore, the null hypothesis is proven as accepted.

RECOMMENDATION

Based on the results of the study, the following recommendations are hereby presented:

1. The researcher suggests that an academic internal and external locus of control be institutionalized by higher education to identify which factors can affect students’ L2 performance in learning. The development of this platform may also reinforce learners’ competence, being orientally adaptive, and likely to cope with the psychological challenges they experienced in English language acquisition. Further, to avoid the instances that they blame luck or chance for every circumstance resulting from external forces since success is unstable though. Instead, the ELS students are encouraged to strive more for deserving success, to attain fundamental skills, and to invest in intellectual practice to high passing grades.
2. The researcher also recommends that the language teachers may foster an activity on how students can functionally evaluate their skills, especially, their positive attitudes towards language learning. Further aspects such as cognitive and emotional aspect, should be considered too, to determine the student’s personality towards English learning. Moreover, to inculcate a highly positive foundation of the course, it is ideal to know the students as different individuals while attitudes in learning, the course, the teacher, and the school were scrutinized. Possessing a formative performance will be beneficial to assess more opportunities to equip students’ skills in communicating effectively.
3. The students should be optimistic and confident in learning English language with their own choices, not only focusing on grade fulfilment. On the other hand, they are encouraged to use such resources as books, articles, journals, and other educational materials in order to learn and develop vast knowledge, and productive and receptive skills.

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