The Mediating Effect Of Cognitive Performance On The Relationship Between The Beliefs About Language Learning And English Language Attitude

International Journal of Research and Innovation in Social Science (IJRISS) | Volume VI, Issue III, March 2022 | ISSN 2454–6186

The Mediating Effect Of Cognitive Performance On The Relationship Between The Beliefs About Language Learning And English Language Attitude

Joel C. Tahimic & Celso L. Tagadiad
Department of Teacher Education, UM Panabo College, Panabo City, Philippines
University of Mindanao Professional Schools

ABSTRACT
The study was conducted to determine the mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude among 400 college students at three universities in Davao del Norte, and two universities in Davao del Sur, all private, were selected where the research used a quantitative and descriptive correlation with three sets of research questionnaires answered by the respondents. The research revealed a mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude. Additionally, a relationship was revealed between the beliefs about language learning and cognitive performance and English language attitude. It implies that the students’ cognitive performance mediates their English language learning among college students. Furthermore, the study hopes to contribute to the knowledge that students’ cognitive performance mediates the overall learning of the English language. This research hopes to make new knowledge and identify the factors in attitudes towards learning the English language and could help educators in the teaching-learning process of the language more effectively in developing new interventions.

Keywords: cognitive performance, mediating effect, beliefs about language learning, english language attitude, education, Philippines

INTRODUCTION

Learning English is a necessity because it is an international language, and when it comes to learning a second language, motivation is a critical aspect (Estliden 15). Students’ learning the language is influenced by their attitudes this can determine whether or not they learn English in the required manner, and other aspects influence learners’ attitudes toward learning English as a second language (Addisu 1). Additionally, school settings, classroom atmosphere, teachers, and family environment significantly impact learners’ learning motivation and attitudes toward English language learning (Liu and Zhang 970). Thus, language learners’ attitudes significantly impacted the language learning process and outcomes (Tódor and Dégi).
In the United Kingdom, there are several difficulties surrounding students’ perspectives, such as reports of students strongly favoring native English variants. According to several studies, exposure to various English dialects and English language proficiency are linked to positive attitudes toward English as an International Language (Funada 533). Apart from this, learners’ attitudes toward English as an international language were influenced by exposure to different forms of English and proficiency (536).
In Zamboanga, Philippines, research was conducted to determine the attitude towards English language learning where elementary education students took part and responded to the survey. The respondents’ overall attitude towards English learning revealed that the respondents exhibited a positive attitude toward the attitudinal object. Moreover, the respondents were very positive about studying the language to become fluent in it. In addition, among the three aspects of attitude towards the English language, the respondents’ most favored effectively (Somblingo and Alieto 39).
For these reasons, the researcher would like to examine the mediating effect of cognitive performance on the relationship between the beliefs about language learning and English language attitude. Although there have been existing studies about beliefs about language learning and English language attitude, these did not mention the association of cognitive performance or having the research with three variables. Along with this, there are no existing studies in Davao Region, so doing this research could add new knowledge and hope to identify the factors in attitudes towards learning the English language. Also, it could help educators in the teaching-learning process of the language more effectively in terms of developing new interventions or strategies, developing new methods, and crafting course objectives.

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