Students' Attitudes and Motivation towards English Language Learning in Borgou Secondary Schools in Benin

This study examines learners' attitudes and motivation toward learning English in middle schools in Borgou, Benin. It explores how students' perceptions, goals, and learning environments influence their commitment to acquiring English. The method used is quantitative and qualitative. Data were collected through questionnaires and interviews administered to learners in selected schools, supplemented by pedagogical observations. The results reveal a complex interaction between positive and negative attitudes. While some learners see English as an opportunity for academic success, employment opportunities, and global communication, others find it difficult as a foreign language and of lesser importance in their immediate socio-cultural context. Motivation is influenced by integrative factors, such as the desire to connect with wider communities, and instrumental factors, especially career opportunities. However, limited exposure to English outside the classroom and a lack of resources undermine long-term motivation. The study highlights the need for support policies, teacher training, and parental involvement to encourage stronger attitudes and motivation.