## 2 Background and Literature Review
### English Learning Attitude  
Attitude, as a popular quantitative construct, appears in the theory of planned behavior (TPB). TPB is proposed to explain human behavior by intentions to implement behaviors predicted by attitude toward behavior, subjective norms, and perceived behavior control [27; 28]. Attitude can be described as the degree to which an individual has a favorable or unfavorable assessment of the behavior or subject. Learning attitude can be defined intuitively as the attitude toward learning something, which is related to the learner's disposition in learning [29]. Since attitude is a cognitive, sentimental, behavioral tendency, an individual can learn from his/her experience [30]. Additionally, the previous studies found out that the learning attitude would be influenced positively by the relationship with school, teachers, and classmates [31]. The research variables impacted by learning attitude included distraction, perfectionism, emotional instability, sense of instability, obsession, and other variables with student's learning issues. In short, learning attitude is a comparatively steady psychological propensity in learning conditions [32].  
[PERSON] [33] had concluded young learner's attitudes and motivation to learn English as attitude and motivation were two similar constructs and often appearing together. As mentioned, English learning motivation refers to a combination of the desire to learn English. The factors affecting English learning motivation included parental influence, learning context, teacher, and learning conditions. On the other hand, an English learning attitude refers to the degree to which an individual has a favorable or unfavorable assessment of English learning. The previous studies provided factors affecting learner's attitudes, including age gender, language proficiency level, teacher, favorable teaching conditions, and early start learning.  
Different types of empirical research were interested in learning attitude. For example, [PERSON], et al. studied the relationship among children's attitudes toward connection and learning of social networking, school performance, and the social effects of social networking [34]. Moreover, [PERSON] investigated student's learning attitudes/beliefs and their behavioral regulation on writing projects. The study results showed that most of the participants thought positively about English writing to improve their skills, pride in their ability, and enhance their future [35]. Furthermore, [PERSON], et al. proposed an experimental mobile learning environment to test students' learning attitudes and learning achievement [36]. Lastly, [PERSON], [PERSON], [PERSON], and [PERSON] [32] explored self-directed learning readiness and attitude on problem-solving ability. Their results displayed a learning attitude as an intermediary variable between self-directed learning readiness and problem-solving ability.  
Since positive motivation makes learners willing to learn and a positive learning attitude makes learners favorable assessment of English learning, learning motivation would impact learning attitude somehow. By self-determination theory, motivation can be divided into intrinsic and extrinsic motivation. Additionally, the learners of English cram schools would have different levels of intrinsic and extrinsic motivation in English learning. It is valuable to find out the relationship between learners' intrinsic/extrinsic motivation and learning attitude.