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THE GHANAIAN PERSPECTIVE OF ATTITUDES 
TOWARDS FRANCOPHONES LEARNING ENGLISH 

AS A SECOND LANGUAGE 
 

Vera Gyamera1, Fauna Frimpong2 

1&2University of Media, Arts and Communication – Institute of Languages, Accra, Ghana 

vera.gyamera@unimac.edu.gh 

ABSTRACT 

The study investigates the attitudes of Francophone students learning English as a Second 

Language (ESL) at the Ghana Institute of Languages (GIL), focusing on the influence of gender 

and age. Using a quantitative approach, the research surveyed 267 students from various 

Francophone countries through questionnaires. Statistical analysis, including descriptive 

statistics and ANOVA, revealed that students generally hold positive attitudes toward 

learning English. Female students demonstrated significantly more favorable attitudes (M = 

4.46, SD = 0.36) than their male counterparts (M = 4.21, SD = 0.77), while age showed a 

negative correlation with attitudes. Younger students (16–20 years) exhibited the most 

positive attitudes (M = 4.39, SD = 0.45), which declined in older groups. These findings 
highlight gender and age as critical factors in shaping attitudes toward second language 

learning. The study underscores the importance of attitudinal factors in ESL acquisition, 

offering practical and theoretical insights for policymakers and educators. It calls for 

targeted interventions to sustain positive attitudes across demographic groups and further 

research incorporating qualitative methods to explore factors like anxiety and cultural 

adaptation. The findings contribute to the growing body of literature on language attitudes, 

particularly within multilingual African contexts. 

Keywords: Attitudes towards Francophones, English as a Second Language, Francophones 

 Learning English, Ghanaian Perspective, Language Attitudes 

INTRODUCTION 

    Investigating the Attitudes toward learning of second language (L2) learning is 
significant for language education researchers and language policymakers since learners’ 
Attitudes toward language learning is essential in the language learning process.  Learning 
English as a second language (L2) has become increasingly significant in today's 
interconnected and globalized world. Learning a second language (L2) apart from one ‘s 
mother tongue or first language (L1) has become relevant in today’s increasingly 
interconnected and interdependent world, and people decide to learn English as a second 

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language because it complements their mother tongue or first language (Crystal, 2003). It is 
a vital skill for communication in business, technology, diplomacy, and daily life.  

For many people, especially in multilingual and multicultural contexts such as Ghana, 
learning English has opened doors to socio-economic opportunities and integration into a 
global community. According to (Mohamad Nor & Rashid, 2018)  the shift from learning one's 
mother tongue (L1) to acquiring a second language (L2) is influenced by various socio-
psychological factors, including the learner’s attitudes toward language learning. These 
attitudes play a crucial role in determining the success of language acquisition, making it a 
central theme for both educators and policymakers.  

Understanding how learners’ attitudes toward L2 learning evolve, particularly in non-
native contexts, is essential for designing effective language education strategies. While 
previous studies (Baker, 1992; Do rnyei, 1990, 1994; Gardner, 1985, 2000; Saville-Troike, 
2006) have extensively examined attitudes toward L2 learning, their focus has been 
primarily on Western contexts or general learner populations. These studies have provided 
valuable insights into the factors that influence language learning attitudes, such as 
motivation, identity, and social context. However, limited attention has been given to the 
attitudes of Francophone students learning English in Ghana, a unique setting where English 
functions as both the official language and a global lingua franca.  

In such a context, English learning becomes a tool for economic and social 
advancement, particularly for students from French-speaking African countries who seek 
opportunities in an English-dominant society. Furthermore, demographic factors such as age 
and gender have been underexplored in shaping learners’ attitudes, particularly within a 
socio-psycholinguistic framework.  

This study aims to bridge these gaps by investigating the attitudes of Francophone 
students at the Ghana Institute of Languages (GIL) toward learning English. The research 
also seeks to explore how gender and age influence these attitudes, thereby contributing to 
a deeper understanding of the socio-psychological dynamics of L2 learning in multilingual 
African settings. The findings of this study will offer practical insights for educators and 
policymakers involved in language education in Ghana, highlighting the factors that affect 
language learning success in the context of socio-economic integration.  

The novelty of this study lies in its focus on the attitudes of Francophone learners in 
Ghana, a context that has not been extensively explored in previous research. By addressing 
the socio-psychological aspects of L2 learning, this study offers new perspectives on how 
demographic factors, such as age and gender, influence language acquisition in multilingual 
African contexts. 

LITERATURE REVIEW 

Language attitudes play a crucial role in shaping the success of language education, as 
highlighted by numerous scholars such as Edwards (1994), Heugh (2000), and Sarfo (2012). 
The relationship between attitude and language education is deeply interconnected. 
Education is often seen as a significant influence on language attitudes, particularly in 
contexts where formal language policies are absent. In such cases, education serves as an 

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informal national language policy, driving both language maintenance and language shift 
processes (Baker, 1992). 

Several studies have explored the dynamics of language attitudes and their influence 
on motivation in learning foreign or second languages. Fandoh (2013) examined the 
motivation of post-secondary students in Ghana toward learning French. Using a 
questionnaire, he found that students displayed positive attitudes and were highly 
motivated, both integratively and instrumentally. Interestingly, male and female participants 
were more inclined toward instrumental motivation, showing a practical, goal-oriented 
perspective on learning French. 

Similar findings have been reported by Csajbok-Twerefou et al. (2014), Lomotey and 
Boasiako (2020), and others, who observed that Ghanaian university students generally 
exhibit extrinsic motivations for studying foreign or second languages. These students 
consistently hold positive beliefs and attitudes toward language learning, a trend echoed by 
Ianos, Huguet, and Lapresta-Rey (2017), who emphasized the importance of such attitudes 
in facilitating second language acquisition. 

Challenges in implementing educational language policies further underscore the 
importance of language attitudes. Tom-Lawyer and Thomas (2020) compared the use of 
English as a second language in Ghana and Nigeria. They highlighted the difficulties both 
countries face in maintaining high standards of English proficiency and addressing shortages 
of language specialists. While Ghana showed relatively higher proficiency levels, the need for 
improved policy implementation remains a pressing issue. 

Other studies have delved into factors that shape language attitudes. Hedge (2000) 
explored the motivations of Japanese students learning English, revealing that learners were 
primarily driven by the desire to communicate internationally, secure high-profile careers, 
access global information, and understand different cultures. Similarly, Larasati and 
Simatupang (2020) studied attitudes among Papuan students in Jakarta. Although the 
participants generally had positive attitudes toward English, some experienced challenges 
that led to negative emotional responses. Social status and access to education were 
identified as key factors influencing these attitudes. 

Addisu (2020) examined the attitudes of Ethiopian secondary school students toward 
learning English as a foreign language. The findings revealed that social factors, such as 
interactions with native English speakers, peer groups, and parental encouragement, 
positively impacted attitudes. However, educational factors, including teacher quality and 
classroom environments, negatively affected students’ motivation and overall learning 
experience. 

Measuring language attitudes has also been a focal point in research. Baker (1992) 
conducted a large-scale study on attitudes toward Welsh, involving nearly 800 participants. 
His research demonstrated that linguistic background and age significantly influenced 
attitudes. For instance, participants with a strong Welsh background expressed more 
positive attitudes, while English speakers showed less favorable perspectives. Additionally, 
attitudes tended to become less favorable with age. 

Longitudinal studies provide further insights into the evolving nature of language 
attitudes. Ianos, Huguet, and Jane s (2017) investigated international students’ attitudes 

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toward Catalan, Spanish, and English. Over two years, attitudes toward Catalan became more 
positive, while attitudes toward Spanish and English remained stable. Sociodemographic 
factors such as gender, place of birth, and socio-professional status were found to influence 
attitudes. In a related study, the authors explored how origin affects attitude formation, 
finding that sociodemographic factors had a stronger impact on native students compared to 
immigrants. 

Gardner et al. (2004) conducted a year-long study on undergraduate students learning 
French. Their findings revealed that students’ attitudes and motivation varied based on 
academic performance. Those who achieved high grades maintained positive attitudes and 
motivation throughout the year. In contrast, students with lower grades started with less 
favorable attitudes, which declined further as the year progressed. The study highlighted that 
changes in attitudes are more likely to occur in variables directly tied to the classroom 
environment than in broader, general factors. 

The role of age in language acquisition has also been a subject of considerable debate. 
Towell and Hawkins (1994) argued that while second language learning can occur at any age, 
younger learners—particularly those under seven—are more likely to achieve full 
grammatical proficiency. Halgunseth (2009) noted that age is critical for simultaneous 
language learning but less so for sequential learning, where motivation and language 
capacity are more influential. Larson-Hall (2008) further observed that motivation and 
attitudes tend to decline with age, emphasizing the need to address these factors in adult 
learners. 

In conclusion, language attitudes are complex and multifaceted, shaped by a 
combination of social, educational, and demographic factors. Positive attitudes and strong 
motivation are essential for successful second language acquisition. However, challenges 
such as inadequate language policies, age-related declines in motivation, and contextual 
educational issues must be addressed to foster effective language learning. By understanding 
these dynamics, educators and policymakers can create supportive environments that 
enhance both attitudes and learning outcomes. 

Attitude 

Attitude plays a crucial role in second language learning, influencing both the process 
and outcomes of language acquisition. As a concept, it has been extensively studied in social 
sciences, particularly within the field of social psychology, which boasts a long and complex 
history of attitude research (Milroy & Preston, 1999; Oppenheim, 1992). In more recent 
years, attitudes have also become a key area of interest in sociolinguistics, where they are 
recognized as dynamic social constructs comprising three primary components: affective, 
cognitive, and behavioral (Garrett et al., 2003; Stahlberg & Frey, 1996). 

The tripartite model of attitude provides a framework for understanding these 
components. The cognitive component relates to beliefs or perceptions about an object or 
situation, such as the idea that learning a second language can enhance career opportunities. 
The evaluative component reflects emotional responses, including feelings of like or dislike 
toward the language or learning process. The behavioral component, in turn, involves the 
actions or tendencies that arise from these attitudes, such as adopting specific learning 

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strategies or persisting in language study. Notably, these components may function 
independently or in combination, depending on the individual. Eagly and Chaiken (1993) 
explain that all three components do not need to be present simultaneously for an attitude 
to form, as they can overlap or remain distinct. For instance, a learner might hold a positive 
belief about the utility of learning a second language but experience negative emotional 
reactions to the challenges involved (Baker, 1992). 

Researchers have proposed various definitions of attitude, each reflecting unique 
theoretical perspectives. Sarnoff (1970) described attitude as a predisposition to react 
favorably or unfavorably to a category of objects, while Ajzen (2005) defined it as a 
disposition to respond positively or negatively toward a specific object. Brown (2007) 
emphasized that attitudes encompass the beliefs learners hold about the target language, 
such as whether it is interesting, useful, or difficult. Similarly, Eagly and Chaiken (1993) 
viewed attitudes as psychological tendencies expressed through evaluative reactions to 
particular entities. Garrett (2010) extended this understanding by defining attitudes as 
evaluative orientations toward social objects, including languages, policies, and institutions. 
These definitions underline the multidimensional and context-dependent nature of 
attitudes. 

The relationship between attitude and behavior has been a focal point in social 
psychology. Attitudes strongly influence how individuals act toward specific objectives or 
situations. Positive beliefs about an outcome often result in favorable attitudes and 
behaviors, while negative beliefs lead to avoidance or resistance. Allport (1954), as cited by 
Bordens and Horowitz (2008), characterized attitude as a mental state of readiness shaped 
by experience, which guides an individual’s responses to objects and situations. For example, 
someone who believes that learning a second language will lead to career success may 
develop a positive attitude and actively engage in the learning process. 

In language learning, attitudes are particularly significant because they shape how 
learners perceive the language, its associated culture, and the broader learning experience. 
Ryan and Giles (1982) defined language attitudes as evaluations—affective, cognitive, or 
behavioral—of different languages, varieties, or their speakers. Gardner (1985) further 
categorized language attitudes into two main types: attitudes toward the target language and 
attitudes toward the language community. The former involves beliefs about the language 
itself, including its perceived utility or difficulty, while the latter encompasses opinions about 
the speakers and culture associated with the language. These attitudes can vary across 
contexts, reflecting learners’ personal experiences, sociocultural backgrounds, and specific 
learning environments. 

Positive attitudes are often linked to successful language learning, as they enhance 
motivation, persistence, and engagement. Conversely, negative attitudes can hinder progress, 
reducing learners’ willingness to invest time and effort in acquiring the language. Research 
consistently highlights attitude as a critical variable in predicting language learning 
outcomes (Carroll, 1964; Csize r, 2007; Do rnyei, 2009). 

Ultimately, attitude is a complex and multifaceted construct that profoundly influences 
second language learning. Its cognitive, affective, and behavioral dimensions interact in 
unique ways, shaping learners’ perceptions, behaviors, and outcomes. By understanding 

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these dynamics, educators and researchers can better support language learners, fostering 
positive attitudes and creating environments that enhance the effectiveness of language 
education. 

Attitude Models 

Attitude, which is closely linked to motivation, plays a crucial role in second language 
learning. Researchers have proposed several models to explain how attitudes are formed 
and how they influence behavior. Among the most prominent are the expectancy-value 
model, the three-component model, and the association model. These frameworks, rooted in 
the long history of attitude research in social psychology (Milroy & Preston, 1999; 
Oppenheim, 1992), have also found relevance in fields such as sociolinguistics, where 
attitudes are essential for understanding language behavior (Garrett et al., 2003). 

The expectancy-value model, introduced by Fishbein and Ajzen (1975), explains that 
attitudes are shaped by beliefs about an object and the value assigned to its attributes. 
According to this model, attitudes develop when individuals associate an object with 
desirable attributes and evaluate the likelihood of these attributes being present. For 
example, a learner may develop a positive attitude toward learning a second language if they 
believe it will lead to career advancement and consider this outcome valuable. In this sense, 
attitudes are a reflection of personal expectations and the perceived importance of 
outcomes. 

The three-component model, proposed by Rosenberg and Hovland (1960), emphasizes 
the multidimensional nature of attitudes, dividing them into three interconnected 
components. The affective component involves emotional responses, such as liking or 
disliking the object. The cognitive component relates to beliefs or knowledge about the 
object. The behavioral component encompasses actions or tendencies arising from these 
attitudes. Positive attitudes result from favorable beliefs, emotions, and behaviors, while 
negative attitudes stem from unfavorable ones (Olson & Maio, 2003). For instance, a learner 
who believes in the practical benefits of a language, enjoys using it, and engages actively in 
learning activities is likely to exhibit a positive attitude toward that language. 

The association model, developed by Fazio (1990), views attitudes as associations 
between an object and a summary evaluation stored in memory. This model suggests that 
attitudes are shaped by past experiences, emotional reactions, and cognitive inferences. 
Evaluations may stem from affective responses, such as enjoyment of a language, or cognitive 
processes, such as recognizing its utility for professional growth. These associations, once 
formed, influence how individuals perceive and respond to the object over time, reinforcing 
certain attitudes and behaviors. 

These models collectively illustrate the complexity of attitudes and their significant 
role in second language learning. By understanding the interplay between beliefs, emotions, 
and behaviors, educators and researchers can design interventions that foster positive 
attitudes among learners. This, in turn, enhances motivation and engagement, ultimately 
leading to more successful language acquisition outcomes. 

Language Attitude   

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Garrett (2010) explains that language attitudes differ from other types of attitudes 
based on their specific focus on language as the object. These distinctions allow for a deeper 
understanding of complex processes such as language acquisition and social integration. 
Language attitudes encompass all evaluative constructs related to language, which are 
shaped through experience. Moreno (1998) further elaborates on this concept, describing 
language attitude as a manifestation of individuals’ social attitudes, specifically referencing 
language and its role in society. This definition includes not only general languages but also 
linguistic varieties, extending to attitudes toward the speakers of those languages (González 
& Huguet, 2002; Lasagabaster, 2003). 

Richard et al. (1992) provide a definition of language attitudes as the perspectives 
speakers of different languages or varieties have toward their own or others’ languages. 
These attitudes may involve positive or negative feelings, reflecting impressions about a 
language’s difficulty, elegance, importance, or social status. They may also capture the 
sentiments people hold toward the speakers of a given language. 

Baker (1992) emphasizes that language attitudes serve as an overarching concept that 
includes various dimensions: attitudes toward a language itself, linguistic varieties or 
dialects, speakers of specific languages, language learning, the learning environment, and 
language-related behaviors such as use, maintenance, and planning. These attitudes 
influence second or foreign language learning, as described in the Longman Dictionary of 
Applied Linguistics & Language Teaching (2002). Language attitudes are therefore a 
multifaceted and dynamic construct, forming part of the learner's broader competencies and 
shaping their experiences and success in language acquisition. 

Attitude Toward Language Learning  

Language attitudes can be categorized into general and specific attitudes. General attitudes 

include broader perceptions, such as attitudes toward foreign languages or English as a global 

language, while specific attitudes focus on particular aspects, such as attitudes toward learning 

English or toward an English teacher. Gardner and Lambert (1972) highlight that attitudes toward 

learning a second language can be directed toward the target language group, the language itself, 

or the overall process of language learning. These specific attitudes may have varying levels of 

predictive power and distinct relationships with broader attitudes, such as those toward the 

language in general. 

Research on language attitudes is deeply connected to sociopolitical, sociocultural, and 

socioeconomic contexts. Multilingual individuals often assign different meanings and values to 

languages within these contexts. Learners’ attitudes toward the language—its status, prestige, and 

associated speakers—significantly influence their learning process and outcomes. According to 

Ellis (1994), language learners demonstrate attitudes toward various dimensions, including the 

target language, its speakers and culture, the social value of acquiring the language, the practical 

uses of the language, their self-perception as members of their culture, language preferences, and 

even the attitudes of their parents toward language learning. 

Gardner (1985) distinguished between educational attitudes and social attitudes. Educational 

attitudes focus on aspects directly related to language acquisition, such as attitudes toward learning 

the language, the teacher, and the course structure. In contrast, social attitudes pertain to the 

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cultural implications of language learning, encompassing attitudes toward ethnocentrism, cultural 

identity, and social groups. Interestingly, a favorable attitude toward a language does not always 

translate into a positive attitude toward its speakers, and vice versa. Edwards (1985) notes that 

individuals may highly value a language yet hold negative attitudes toward learning it, or 

conversely, may regard a language unfavorably while acknowledging its necessity for practical 

purposes. 

Understanding and measuring language attitudes is essential for effective language teaching 

and learning. Positive or negative attitudes can stem from various factors, such as the perceived 

ease or difficulty of learning the language, its importance, elegance, or social status, as well as 

feelings about its speakers. These attitudes, in turn, shape learners’ motivation and engagement, 

ultimately influencing their success in acquiring a second language. 

METHODS 

Research Design  

Attitudes research, being an interdisciplinary orientation that examines broad and complex 

issues requires a research method that is highly selective and varied. Therefore, this study 

integrated and adopts theoretical concepts from Educational Psychology and applied linguistics, 

corresponding fields into foreign language learning and its connection to Attitude studies.   

A questionnaire was designed to collect quantitative data to investigate the attitude towards 

ESL. Using the questionnaire, the researcher remains neutral in administering the survey without 

manipulation. The method used by quantitative research was followed in this methodology. First, 

we identified a problem, set an initial hypothesis, and collected and analyzed the empirical data to 

test the hypothesis and theories with standardized procedures. Since Attitude are not easily 

observed, applying quantitative research using a questionnaire was the best option for this 

empirical study.  

Participants  

The study ‘s population is the Ghana Institute of Languages, taking a sample of  
Francophone students. Therefore, the participants for the questionnaire were 

Francophone by birth. Most of the participants were from the neighboring francophone 
countries of Ghana who intend to learn English from an Anglophone country, Ghana. The 
research focused on 267 francophone students of Ghana Institute of Languages obtaining 
various programs, thus, Certificate courses, High National Diplomas and Degree courses at 
different levels of study. The students at the school of languages were already tested through 
the Institute placement test before the commencement of the course. The School of Bilingual 

Secretaryship and School of Translators is a progressive yearly program. Thus, Level 100 to 300 

for the school of Bilingual secretaryship while level 100‘s are in the first year of their course, Level 

200 in the second year of the course, and Level 300 in their final year. Therefore, the school of 

Translators has students from levels 100 to 400.    

Apart from the participants possessing the characteristics of the purpose of the investigation, 

the researcher has good contact with the population. 

RESULTS 

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Gender of the Respondents 

The results are shown based on the questionnaires; the collected data were cautiously 
coded and entered the software package SPSS v 21; to analyze the data collected, we 
conducted various analyses, including descriptive statistics, correlations and ANOVAs.  The 
general demographic data of the respondents are presented below:  

Table 1. Gender of the respondent 

Gender Frequency Percentage 

Female 156 58.40% 

Male 111 41.60% 

TOTAL 267 100% 

Table 1 shows the sample distribution by Gender of the Respondent, indicating that 
58.40% are Female and 41.60% are Males.   

Age group of the respondent 

Table 2 shows the sample distribution by the age group of respondents as; Age Group 
from 16 -20 represents 37.50%, and 21- 25 represents 53.60%.  Again, respondents with Age 
Group between 26 - 30 represent 7.50% and with Ages from 31 - 35 represent 1.5 %.   

Table 2.   Age group of the respondent 

Age Group                                       Frequency                                 Percentage 

16-20  100  37.50%  

21-25  143  53.60%  

26-30  20  7.50%  

31-35  4  1.50%  

Attitudes towards ESL 

Table 3 shows the respondents Attitudes toward learning English.  The Attitude reaches 
a Mean value of 4.36 and a Standard Deviation of .58, which signifies a High degree of Attitude 
in our (1-5 scale). 

Table 3.  Attitudes towards ESL 

Attitudes Towards ESL 

Valid  267  

Missing  0.0  

Mean  4.36  

St. Deviation  0.58  

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Attitudes toward Learning English According to Gender    

Table 4 indicated attitude toward learning English and the study variables, Gender. 
Female participants have (M = 4.46, SD=0.36) and the Male participants with (M=4.21, SD = 
0.77) and the Anova (F(1,265=13.001(P<0.000). N is number of participants. 

Table 4. Attitudes toward learning English according to gender 

Gender N Mean Std. Deviation 

Female 156 4.46 .36 

Male 111 4.21 .77 

Total 267 4.36 .58 

Relation between Attitude and Age Group 

Table 5 reports Attitude toward learning English and Age group; Age group have 16-20 
(M=4.39, SD=.45), and age group 21-25 have (M=4.37, SD=.58.  The Age group 26-30 
(M=4.24, SD=.78) and Age-group 31-35 has the lowest Attitude which is within the moderate 
Attitude in our (1-5 scale).   

Table 5.  Relation between Attitude and Age Group 

Age group N Mean Std. deviation 

16-20 100 4.39 .45 

21-25 43 4.37 .58 

26-30 20 4.24 .78 

31-35 34 3.65 1.55 

Total 267 4.36 .58 

Multiple comparisons between attitude and age group  

The ANOVA results show no significant difference between the Age groups and 
Attitudes toward learning English (F (3,263) =2.44, P=.064). In addition, the multiple 
comparisons show no significant difference between the Age groups.  

Table 6. Multiple comparisons between attitude and age group 

(I) Age Group (J) Age Group Mean DIfference (I-J) Sig. 

16-20 

21-25 ,01 1,000 

26-30 ,15 1,000 

31-35 ,74 ,074 

 

21-25 

16-20 -,01 1,000 

26-30 ,13 1,000 

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31-35 ,72 ,083 

26-30 

16-20 -,15 1,000 

21-25 -,13 1,000 

31-35 ,59 ,382 

31-35 

16-20 -,74 ,074 

21-25 -,72 ,083 

26-30 -,59 ,382 

DISCUSSION 

Gender Distribution and Attitudes 

The analysis revealed that female respondents constituted the majority of participants, 

representing 58.40% of the sample, while males accounted for 41.60%. This indicates a 

higher level of female participation in the study. Notably, gender also emerged as a 

significant variable influencing attitudes toward learning English. Female respondents 

demonstrated a higher mean score on attitude measures compared to their male 

counterparts, and this difference was statistically significant (F(1,265) = 13.001, p < 0.000). 

These findings align with previous research (e.g., Burstall, 1975; Gardner & Smythe, 1975; 

Powell & Littlewood, 1983), which has consistently shown that females tend to exhibit more 

positive attitudes toward foreign language learning. Ellis (1994) attributed this trend to 

females' greater openness to linguistic forms and their investment in acquiring reading 

materials. These results underscore the importance of considering gender as a key variable 

in understanding attitudes toward second language learning. 

Age Distribution and Attitudes 

The age distribution of respondents revealed that the majority were within the 21-25 

age group (53.60%), followed by the 16-20 age group (37.50%). A smaller proportion of 

respondents fell into the 26-30 (7.50%) and 31-35 (1.50%) age groups, indicating a 

predominantly youthful sample. Interestingly, attitudes toward learning English varied with 

age. The 16-20 age group exhibited the most positive attitudes (M = 4.39, SD = 0.45), followed 

closely by the 21-25 group (M = 4.37, SD = 0.58). Older age groups, such as 26-30 (M = 4.24, 

SD = 0.78) and 31-35, demonstrated lower attitude scores, indicating a negative correlation 
between age and language attitude. These findings align with previous studies (Ellis, 1994; 

Singleton, 2004) that suggest younger learners tend to show more enthusiasm and positivity 

toward second language learning. The dynamism of the Ghanaian multilingual context, with 

its ethnic and linguistic diversity, adds a novel dimension to these findings. 

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Attitudes Toward English as a Second Language 

The study revealed that francophone students learning English at the Ghana Institute 

of Languages (GIL) demonstrated highly positive attitudes toward learning English, with a 

mean score of 4.36 (SD = 0.58) on a 1-5 scale. These findings corroborate earlier studies in 

diverse contexts, such as Catalonia (Ianos et al., 2017), Hungary (Dörnyei & Csizér, 2002), 

and Sweden (Henry & Apelgren, 2008), which also reported favorable attitudes toward 

second language acquisition. The consistency of these results across different cultural and 

educational settings highlights the universality of positive attitudes as a key factor in 

language learning success. 

Relationship Between Age and Attitudes 

While age and attitude demonstrated a negative correlation, the multiple comparisons 

between age groups revealed no statistically significant differences in attitudes across the 

four age categories (F(3,263) = 2.44, p = 0.064). Pairwise comparisons further indicated 

minimal variation in mean scores, with none of the differences reaching statistical 

significance. These findings align with those of Drakulić (2022) and Figueiredo & Fernandes 

da Silva (2007), who reported that attitudes toward language learning tend to remain stable 

across age groups. However, this contrasts with studies by Kormos & Csizér (2008) and Al-

Hoorie (2018), which highlighted that younger learners often exhibit more positive attitudes 

and higher motivation levels. The observed variation in findings underscores the influence 

of contextual and methodological factors in shaping the relationship between age and 

attitudes toward language learning. 

Implications and Contextual Considerations 

The results of this study contribute to the growing body of literature on attitudes and 

second language learning, particularly in the context of Ghana as a multilingual nation with 

significant ethnic and linguistic diversity. While gender and age emerged as influential 

factors, the findings also suggest that broader sociocultural and educational dynamics play a 

critical role in shaping attitudes. This study highlights the importance of creating inclusive 

and supportive learning environments that account for demographic and contextual 

variations, thereby enhancing learners’ motivation and engagement in acquiring a second 

language. 

CONCLUSION 

The findings of this study provide important implications for policy, practice, theory, 
and subsequent research in Second Language Acquisition (SLA). The results indicate that 

French-speaking students exhibit a higher positive attitude toward learning English, 

reflecting their willingness and motivation to acquire a second language. This advanced 

positive attitude can be attributed to their choice to travel to Ghana, an English-speaking 

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country, to enhance their English proficiency. While the study focused specifically on 

attitudes toward language learning, it also shed light on how demographic factors such as 

gender and age influence these attitudes. However, it is critical to acknowledge that attitudes 

alone do not encapsulate the entirety of the linguistic processes required for effective second 

language learning. By validating a new test for assessing Francophone learners' attitudes 

toward English, the study contributes to the understanding of learners' motivational 

frameworks within a unique context. Despite its contributions, this research has certain 

limitations. First, the study's findings are context-specific, primarily applying to the 

Ghanaian environment and Francophone learners. Generalizing these results to other 

contexts should be done with caution. Second, the quantitative approach used in the study, 
while providing statistical insights, lacks the depth that qualitative methods could offer. 

Future research should explore additional social and individual factors, such as 

learners' anxiety, fear of cultural assimilation, and other psychological influences, which may 

impact their attitudes and acquisition of English as a second language. Conducting such 

studies can help provide a more holistic understanding of the factors affecting SLA. 

Furthermore, integrating a mixed-methods approach in subsequent studies is highly 

recommended. Combining quantitative and qualitative methodologies will allow 

researchers to delve deeper into the nuanced and complex nature of learners’ attitudes and 

behaviors. Additionally, future studies could extend the scope of this research to other 

linguistic and cultural contexts to test the universality of the findings and explore how 

different environments shape attitudes toward language learning. By addressing these areas, 

future research can continue to expand the body of knowledge on second language learning 
and contribute to more effective pedagogical practices and policies. 

ACKNOWLEDGMENT 

This paper is part of the thesis work of the author, completed under the supervision of 
Dr. Cecelio Lapreasta . The author declares no competing interests and confirms that no 
funding was received for this paper.  

The author expresses gratitude to Dr. Fauna Frimpong, Mr. Robert Senu, and the 
anonymous reviewers for their valuable and insightful suggestions. 

 
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