Abstract
In surveys, English learners are often asked, “Do you like learning English?” with the assumption that the more they like learning English, the more proficient they will become. However, is this assumption valid? This study aims to clarify the meaning behind this frequently used question and to identify the factors contributing to a positive attitude toward learning English. First, the question is defined based on studies related to foreign language learning attitudes, emotional psychology, and language learning motivation. A longitudinal study was then conducted with 365 high school students over three years, during which questionnaires including this question, along with English proficiency tests, were administered. The following results were obtained: First, liking learning English is not necessarily associated with higher test scores. Second, students’ attitudes toward learning English remained largely stable throughout the three years, with no substantial overall shift observed. However, among those whose attitudes did change, more students shifted in a less positive direction than in a more positive one. Third, the clearer the students’ future vision related to their L2 Ideal Self and international posture, the more positive their attitude toward learning English became. Based on these findings, educational implications are proposed.
