Abstract

Attitude is one of the main success elements of language learning. It reflects students’ beliefs, feelings, and behavior tendencies. This research paper explores Jordanian secondary school students’ attitudes toward learning English in terms of emotional, behavioral, and cognitive aspects. In addition, it investigates whether there is a significant difference in the students’ attitudes toward the English language based on their gender. The participants are 44 male and female students at public schools in Jordan, equally divided into two groups, who completed a questionnaire as a measuring tool that is adapted from the attitude questionnaire test employed in a study by Boonrangsri et al. (2004). Based on the three aspects of attitude, namely, behavioral, emotional, and cognitive, the Jordanian males and females exhibit positive attitudes about learning English. According to the results of the collected data, it was found that there are no statistically significant differences in attitude based on gender. The findings suggest several recommendations based on the study’s results.