This study investigates the complex attitudes of English as a Second Language (ESL) learners towards Philippine English (PhilE). While recognized by scholars as a legitimate variety, PhilE's acceptance remains contested among educators and learners, often viewed as a deviation from native speaker norms. This research seeks to provide empirical insights into how ESL learners perceive, accept, and potentially exhibit biases towards PhilE, given the crucial role of language attitudes in shaping learning experiences and linguistic identity. Employing a descriptive quantitative research design, data were collected from 170 students across various universities in the Philippines using a researcher-made survey questionnaire. The questionnaire assessed the cognitive, affective, and behavioral dimensions of attitudes toward PhilE. The cognitive dimension explored beliefs regarding PhilE's legitimacy and correctness; the affective dimension examined learners' emotions and feelings towards PhilE; and the behavioral dimension investigated their readiness to use or endorse PhilE in academic and social contexts. Key findings indicate that ESL learners generally express positive attitudes towards PhilE. Participants demonstrated acceptance of its legitimacy as a valid variety of English and expressed pride in its use as a marker of Filipino cultural identity. Learners also showed a willingness to use and endorse PhilE in various settings. However, the study also reveals a need for greater institutional support and recognition to promote PhilE's integration into formal academic and professional contexts. The findings contribute to the expanding body of literature on “World Englishes”, providing valuable empirical evidence of ESL learners' evolving perceptions and acceptance of a localized variety within a “pluricentric” paradigm.

Keywords: attitude, Philippine English (PhilE), English as a Second Language (ESL), ESL learners, plurecentric paradigm