RMMC is a private and non-sectarian Higher Educational Institution that has been serving the
community of the SOCSKSARGEN region, nearby provinces, and the whole of Mindanao. Now, already in
its 60th year, RMMC continues to faithfully uphold its commitment to providing a holistic education. This
dedication has been proven time and again by the vast number of graduates spread all over the country
and around the world. These alumni are already in their respective fields of endeavor, with some holding
significant positions in the rank and file. They are the living testimony of the worthwhile and relevant
quality of education that only RMMC can provide.
Title of the Instrument
Survey Questionnaire: Factors Affecting Attitudes Toward Learning English
Sections of the Instrument
1. Demographic Profile
This section collects background information that might influence attitudes toward learning English.
Age
Gender
Language spoken at home
Previous academic performance in English
Exposure to English outside the classroom (e.g., through media or social interactions)
2. Attitudes Toward Learning English
Develop a Likert scale to measure students' general attitudes.
Example items (use a 5-point scale: Strongly Disagree to Strongly Agree):
I enjoy learning English.
English is an important subject for my future career.
I feel confident when speaking English in class.
I find learning English interesting and engaging.
English lessons make me feel stressed or anxious. (reverse scored)
3. Factors Influencing Attitudes
Subdivide this section based on commonly known factors.
Teacher-Related Factors
My English teacher uses effective teaching methods.
My English teacher encourages me to participate actively in class.
The teacher’s attitude toward teaching English motivates me to learn.
Learning Environment
The classroom environment is conducive to learning English.
I have access to adequate learning resources (e.g., books, internet).
My classmates support and encourage me in learning English.
Personal Factors
I feel motivated to improve my English skills.
I have a positive self-image regarding my ability to learn English.
I prioritize English over other subjects.
Cultural and Social Factors
I am exposed to English through movies, music, or books.
My family encourages me to learn English.
English is relevant to my daily life outside school.
A survey questionnaire is a research tool consisting of a set of questions aimed at collecting data from
respondents about specific topics or issues. It is commonly used in quantitative research to gather
information on various subjects such as opinions, attitudes, behaviors, or factual information. The
questions in a survey questionnaire can be structured (closed-ended) or unstructured (open-ended),
allowing researchers to gather both numerical and descriptive data.
Definition and Purpose
Survey questionnaires are designed to collect data in a standardized format, which facilitates easy
analysis and comparison. They are used to obtain a large amount of information from a diverse group of
respondents in a systematic manner, ensuring the reliability and validity of the results.
Key Features:
Structure: Survey questionnaires typically consist of both closed-ended questions (e.g., multiple choice,
Likert scale) and open-ended questions, depending on the research design.
Standardization: The same set of questions is presented to all respondents to reduce bias and ensure
consistency.
Data Collection: It can be administered through various means, including online surveys, face-to-face
interviews, or telephone interviews.
Citations:
Kothari (2004):
Kothari defines a questionnaire as a tool for collecting data in a structured way, designed to gather
factual information, opinions, or attitudes from a group of people. It is used in both descriptive and
analytical studies where responses need to be standardized for comparison and analysis (Kothari, C. R.
Research Methodology: Methods and Techniques. New Age International, 2004).
McLeod (2018):
McLeod describes a survey questionnaire as a research tool that contains a set of questions designed to
gather information about participants' thoughts, feelings, or behaviors. It can be both open-ended and
closed-ended (McLeod, S. A. Survey Methodology. Simply Psychology, 2018).
Nardi (2018):
Nardi explains that a questionnaire is a tool for gathering systematic data, which is crucial for
quantitative research. It should be well-structured to ensure clarity, reliability, and validity of the
responses (Nardi, P. M. Doing Survey Research: A Guide to Quantitative Methods. Routledge, 2018).
Creswell (2014):
Creswell explains that survey questionnaires are often used in research designs that involve the
collection of descriptive data on attitudes, opinions, or behaviors within a specific population. The
questions should be simple and aligned with the research objectives to collect accurate responses
(Creswell, J. W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage
Publications, 2014).
Brace (2018):
According to Brace, a questionnaire is a planned set of questions that aim to collect data for research
purposes. The design of the questionnaire is vital to ensure that the data collected is reliable and
relevant to the study’s goals (Brace, I. Questionnaire Design: How to Plan, Structure, and Write Survey
Material for Effective Market Research. Kogan Page, 2018).
Conclusion
In summary, a survey questionnaire is a structured research tool used to systematically gather
information from respondents. It is critical for ensuring consistency in data collection, which makes it
easier to analyze and compare responses. The reliability of the results depends on careful design,
including clear questions that align with the study’s objective
References
Kothari, C. R. Research Methodology: Methods and Techniques. New Age International, 2004.
McLeod, S. A. Survey Methodology. Simply Psychology, 2018.
Nardi, P. M. Doing Survey Research: A Guide to Quantitative Methods. Routledge, 2018.
Creswell, J. W. Research Design: Qualitative, Quantitative, and Mixed Methods Approaches. Sage
Publications, 2014.
Brace, I. Questionnaire Design: How to Plan, Structure, and Write Survey Material for Effective
Market Research. Kogan Page, 2018.
Attitude has recently received considerable attention from both first and second language researchers.
Most of the researches on the issue have concluded that student’s attitude is an integral part of learning
and that it should, therefore, become an essential component of second or foreign language learning
pedagogy. There are several reasons why research on students’ attitudes toward language learning is
important.
According to Ellis (Citation1994), the learners’ attitudes towards the target language inform the
determination with which the learner can tackle the challenges in the target language. Normally, the
learners manifest different attitudes towards the target language, target language speakers, the target
language cultures, special value of learning the second language, the particular use of the target
language, and themselves as members of their own culture. These attitudes are likely to reflect the
particular social settings in which learners find themselves. Learner attitudes have an impact on the level
of language proficiency achieved by individual learners. Thus, learners with positive attitudes (motivated
one) will experience success. Similarly, learners with negative attitudes (demotivated one) will not
experience success rather failure.
English has become a dominant language in business, finance and banking, science and technology,
popular culture and international relations around the world. It is widely accepted that fluency in the
English language is a key to success in life. A student's attitude toward learning the language is one of the
leading predictors of success in learning English. So, teachers and educators should take motivation and
attitude factors into consideration when designing English language training and instruction (Hall, 2009).
Attitude is accepted as an important concept to understand human behavior and is defined as a mental
state that includes beliefs and feelings (Latchanna & Dagnew, 2009). Beliefs are among the essential
points that have a relation with learning (Ajzen, 1988). Students’ beliefs can be an obstacle if they
believe that they cannot learn the new language successfully (Lennartsson, 2008). Negative attitude can
impede learning a language (Ellis, 1994). But a student’s negative attitudes can be changed and turned
into positive ones and facilitate getting a positive result (Lennartsson, 2008). Having positive attitude
towards learning a language is a good start to learn a language. As Kramsch (2006) points out “language
learners are not only communicators and problem-solvers, but whole persons with hearts, bodies, and
minds, with memories, fantasies, loyalties, identities”. Motivation has a direct effect on learning a
language as well. According to Lennartsson (2008) motivation and the will to learn a second language are
the factors that were considered much more important than the social ones. Csize´r et al. (2010) remark
that positive attitude enhances learners’ motivated behavior. Pointing out the importance of motivation,
Saville-Troike (2006) claims that the more motivated students are, the better they will learn a new
language. “How fast they learn a new language depends on the individual learner’s motivation. If the
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