Abstract

The learning of a foreign language, which in Spain is mostly English, is influenced by different factors such as learning strategies, personalities, motivations, and attitudes toward the language, among others. The aim of this research is to determine the attitudes of foreign language students considering gender, age, employment situation, and learning modality (face-to-face [N = 184], blended learning [N = 243], and distance or e-learning [N = 200]). Our research has carried out a quasi-experimental and cross-sectional study with a descriptive purpose. The sample is made up of 627 foreign language students with an average age of 40.15 years. Among the most important results of our research, we point out that students’ attitudes are relatively positive, especially in self-efficacy and attitudes toward instruction, and low in the case of interest in the language. Women show more positive attitudes and perform better than men. In relation to the learning modality, face-to-face students show greater motivation, self-efficacy, and better attitudes toward instruction. However, the interest is greater in the group of distance learning students. We consider it necessary to assess the attitudes of foreign language students according to their different learning modalities to design suitable educational programs.