The differences between Turkish and Polish students' attitude and motivation towards English as a foreign language

English is regarded as the international language of the World and is widely used in multinational organizations. Hence, English education became one of the most important part of education system in non-English speaking countries. However, related literature show that some learners have difficulty in developing their proficiency level and illustrate a slower progress than others. English started to become prevalent in Poland after 1990, and today, the majority of students prefer learning English as a second language due to prospective financial and professional gains. In Turkey, on the other hand, learning English as a second language has a longer history since 1923, the establishment of Turkish Republic. In this context, the aim of this paper is to find the differences between Polish and Turkish primary students' attitudes and motivation towards English as a foreign language. The survey conducted simultaneously in two countries between April and May 2019 by using Attitude and Motivaton Test Battery (AMTB). The survey yielded 218 responses from both countries' secondary school students, 113 from Poland and 105 from Turkey. The data is analyzed using SPSS statistical package. Our findings illustrate that there is a significant difference between Turkish and Polish secondary school students attitude and motivation towards learning English. More specifically, Turkish students' English Use Anxiety, Desire to Learn English, English Teacher Evaluation, Interest in Foreign Language and Attitudes Toward the Target Group is higher than their Polish counterparts, while Polish students have higher scores in terms of Instrumental Orientation, Integrativeness.