Vol. 6, Issue 1, Part C (2024)

This descriptive-correlational study examines MSU-Sulu senior high school students’ English language learning attitudes. With 100 respondents, it used frequency counts, percentage, weighted arithmetic mean and standard deviation, independent t-test samples, One-way ANOVA, and Pearson's r. This research shows: Of 100 student-respondents, most are female, under 17, from low-income families, with primary education, and evenly represented by grade level. 2) Respondents demonstrate favorable dispositions towards learning the English language. Having keen concern in studying and learning languages, motivated drive learning English, assessment of English course, evaluation of the English teacher, attitude about learning English, attitude about people who speak English, integrative orientation, willingness learning English, English teacher assessment, and English course assessment. 3) Gender, age, parent's average monthly income, parents educational, and grade level does not affect how student-respondents assess the English language learning attitudes in terms keen concern in the study of learning languages, motivated drive learning English, assessment of English course, evaluation of the English teacher, attitude about learning English, attitude about people who speak English, integrative orientation, willingness learning English, English teacher assessment, and English course assessment; 4) A moderate positive connection exists among the English language learning attitudes. 5) This analysis supports Cocca’s Modified Model of English Language Learning Attitudes. keen concern in the study of learning languages, motivated drive learning English, assessment of English course, evaluation of the English teacher, attitude about learning English, attitude about people who speak English, integrative orientation, willingness learning English, English teacher assessment, and English course assessment comprise this modified model.