Abstract:
The purpose of the current study was to evaluate the association between attitudes towards
English language learning, procrastination and language learning outcomes among
undergraduate students in Lahore, Pakistan. It further aimed to examine whether gender and
residential setup moderated academic procrastination and attitude towards English language
learning. To conduct the study, a sample of 500 undergraduate students, ranging in age 17 to 25
years (M=21.33, SD=1.88) were selected from different private and public universities of
Lahore, Pakistan. The Convenient sampling technique was used to approach the participants.
The Academic Procrastination Scale (McCloskey, 2011), Questionnaire of attitudes toward
learning English (Uribe et al., 2008) were used to assess the Academic procrastination and
attitude towards English language learning respectively. Correlation and Regression analysis
were used to test the hypothesis. The result showed that academic procrastination negatively
correlated with attitude towards English language learning that showed that students whose
procrastination level was higher had less positive attitude towards English language learning and
secured low GPA. The significant moderating role of gender between academic procrastination
and attitude towards English language learning showed no significant moderation by gender.
However, gender group differences were significant. Such that male university students score
higher on academic procrastination as compared to female university students and female
university students who scored higher on attitude towards English language learning and secured
higher GPA then male university students. Moreover, moderating role of residential setup in
association between academic procrastination and attitude towards English language, was
significant and showed that the association was stronger in university students from rural setup
compare to urban setup. Additional findings showed that the students from urban areas have
higher academic procrastination compare to those belonging to rural areas, students from rural
areas they showed more positive attitude towards English language learning and secured higher
GPA as compared to those students who belong to urban areas. Implications of the current study
have been discussed.
