English Language Attitude and Composition Writing Skills of the Bachelor of Arts in English Language Students

Students’ attitudes toward the English language and their composition writing skills are important considerations in higher education, particularly among English language majors. However, a favorable attitude toward a language does not necessarily translate into strong writing performance. This study examined the attitudes of Bachelor of Arts in English Language students toward English, assessed their composition writing skills, and determined the relationship between these variables at Tangub City Global College, Philippines. A descriptive-correlational research design was employed involving 145 students randomly selected from a population of 227 through stratified random sampling with proportional allocation. Data were collected using an adopted and modified questionnaire to measure students’ attitudes toward English and a composition writing rubric assessing composing, style, sentence formation, usage, and mechanics. Weighted mean, arithmetic mean, and Pearson correlation coefficient were used for statistical analysis. The findings revealed that students demonstrated a generally positive attitude toward English, obtaining a grand mean of 3.06. They particularly recognized the importance of English for educational advancement, while confidence in speaking English fluently remained an area for improvement. Students also demonstrated good composition writing proficiency, with a grand mean of 1.97 across the five assessed criteria. However, Pearson correlation analysis indicated no statistically significant relationship between English language attitude and composition writing skills ((r = 0.002), (p = 0.98). These findings suggest that positive language attitudes and satisfactory writing proficiency may coexist without a statistically detectable association. The study highlights the importance of explicit writing instruction, guided composition practice, constructive feedback, and continuous assessment. Further research should investigate additional factors associated with writing performance across diverse educational contexts.