Determining the relationship between middle school students' attitudes regarding learning English at school and their out-of-class English learning experiences

This study aims to investigate the relationship between middle school students' attitudes towards learning English and their experiences in out-of-class language learning (OOCLL) activities. Focused on a state secondary school in Kütahya, Türkiye, during the 2021-2022 academic year, this study encompasses a sample of 468 students from grades 5th, 6th, and 7th. Using a quantitative methodology, the study employs two main instruments to evaluate participants' attitudes towards English as a foreign language from three dimensions and their engagement in out-of-class English learning activities. This study also examines demographic factors such as gender, age, and grade level in relation to students' views on English. Findings indicate that students recognise the practical importance of English in their daily lives and display a variety of preferences for learning environments that include both individual and group settings. Despite a general trend towards enjoying engaging, interactive, and digital activities, formal usage of English remains less common among students. Notably, gender differences are apparent in students' cognitive, emotional, and behavioural attitudes towards English learning, with females typically exhibiting more positive attitudes. However, there are no significant differences in attitudes across different grade levels. The study underscores a positive correlation between attitudes towards English and participation in out-of-class learning activities. This relationship emphasises the critical role of fostering positive attitudes and experiences in language education. These findings contribute to understanding language learning dynamics outside the conventional classroom setting and suggest implications for enhancing language education practices to accommodate better students' evolving needs in a globally interconnected context.