Attitude towards English Language Learning, Procrastination and Language Learning Outcomes among Undergraduate Students in Lahore, Pakistan

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.