“Students’ Motivational Beliefs, Language Learning Strategies and English

Language Proficiency Among the College of Arts in English

Students of ASSCAT Trento Campus”

Chapter I. Introduction

Background of the Study

English has gained acceptance in the educational systems of several countries

like the Philippines. Deficiency in the language of instruction would mean students

would never perform well in the courses taught using English as medium of instruction.

It was an important breakthrough because, as almost everybody knows, English is

considered as the lingua franca of the world. It might not be the most popular language

internationally, but English is still highly esteemed as the official language in business,

politics, and education. However, this may not speak of Philippines, particularly in the

academic field, in which the country has been experiencing jolts and jitters owing to

several factors that threatened to totally annihilate the English language in the

Philippines. As Maleki and Zangani (2007) observed, “having difficulties in grasping fully

the contents and concepts of the various subjects of the curriculum taught in the target

language (English language) seems to be one of the most serious problems that

students face in their particular course of study” (p. 491). Only 9% of the global

population are native English speakers, but today about one third of it speaks English

(Crystal, 2006). The English language has become not just a medium for global

communication, but it is used worldwide in a variety of fields (Jeraltin & Ramganesh,

2013). Many non-English speaking countries view English as a necessary working

language and have adopted it as a second language.

English can be difficult when taught in foreign language setting, where authentic

language input may not be readily available outside the classroom. Often, with a

character-based language, language learners’ motivation must be high since

persistence and determination are needed to deal with the stress of a difficult language.

“Motivation represents one of the most appealing, yet complex variables used to explain

individual differences in language learning” (MacIntyre et al., 2001, p. 462). These lines

accurately describe the difficulty and complexity of the concept that researchers,

instructors and language learners themselves have faced since Gardner and Lambert

brought to light the various aspects of motivation through their studies in the late 1950’s.

As emphasized by Dornyei (2001), “teacher skills in motivating learners should be seen

as central to teaching effectiveness”. Motivated learners are enthusiastic, eager to work

hard, concentrate on the task given, do not require constant encouragement, willingly

confront challenges, and could even motivates others, facilitating collaborative learning.

The early attempt to understand the impact of motivation on English language learning

from the field of social psychology (Gu, 2009). Despite its relevance, lack of motivational

belief still constitutes a serious problem both for teachers and students in classrooms.

Students may sometimes lose their willingness and interest in lesson, which puts a

major barrier in front of effective learning (Yil, Sayi and Aralik 2013). If the students are

not motivated, then the students will not perform well that lead to a low level of

performance (Reeve 2009).

Research Objectives:

This study aims to determine the significant influence of students’ motivational

beliefs and language learning strategies on English language proficiency of Bachelor of

Arts Major in English students in Agusan del Sur State College of Agriculture and

Technology – Trento Campus. Specifically, it intends to attain the following objectives:

1. To determine the level of motivational beliefs in terms of:

1.1. Self-efficacy

1.2. Intrinsic Value

1.3. Test Anxiety

2. To determine the level of language learning strategies in terms of:

2.1. Grammar learning

2.2. Vocabulary learning

2.3. Learning speaking

2.4. Listening comprehension

2.5. Reading strategies

2.6. Writing strategies

2.7. Learning pronunciation

3. To identify the level of English language proficiency in terms of;

3.1. Reading

3.2. Grammar

3.3. Vocabulary

3.4. Writing

4. To determine the significant relationship between the students’ motivational beliefs

and English language proficiency of Bachelor of Arts Major in English students in

Agusan del Sur State College of Agriculture and Technology.

5. To determine the significant relationship between the language learning strategies

and English language proficiency of Bachelor of Arts Major in English students in

Agusan del Sur State College of Agriculture and Technology.

6. To determine the significant influence of the students’ motivational beliefs and

language learning strategies in English language proficiency of Bachelor of Arts Major in

English students in Agusan del Sur State College of Agriculture and Technology.

7. To propose an initiative that will enhance the English language proficiency of

Bachelor of Arts Major in English students in Agusan del Sur State College of

Agriculture and Technology.

Review of Related Literature

 The English language has become not just a medium for global communication, but it is

used worldwide in a variety of fields (Jeraltin & Ramganesh, 2013). Since 1960, English has

dominated all other languages in all sectors (Ogunmodimu, 2015), especially the education

sector. Several empirical studies have shown that being proficient in English is a necessity for

students to understand other school subjects (Abedi & Herman, 2010; Mcleman, Fernandes,

& NcNulty, 2012; Starcher & Proffitt, 2011).

Despite the claim that the Philippines is the third largest country worldwide having a

great number of people who can speak English, it is only second to Malaysia in the whole

Asia when it comes to proficiency in listening, speaking, writing and conversing in English

(Manila Mail, 2010).

Motivation is recognized as one of the most significant factors affecting students’

performance of second language (L2) learning (Lei, 2012; Thang et al., 2011). At present

many numbers of Filipino students have failed in their English language learning because of

lack of motivation from some elements. Motivation can influence students’ freedom, attention,

attempt, patient, the frequency of using learning strategies, and their learning success (Zhou,

2012). Moreover, motivation has usually been considered to be the key concept in the

learning of foreign language (Klimova, 2011).

Learning strategies can also enhance language acquisition. There are methods that

learners use to obtain information; normally high achiever learners use more learning

strategies than lower achieving learners (Dembo, 2004). In addition, students are able to

overcome their weakness in some learning styles with suitable strategy training, and learning

strategies can influence students’ learning achievements (Ting, 2009). Furthermore, Abbasi,
Ahmad, & Khattak (2010), define that language learning strategies are the specific manners

or thoughts students use to increase their language learning.

English is a compulsory ingredient of a successful personality. English proficiency is a

key factor for employment success and advancement and also for opening doors to economic

opportunity. Proficiency is best practiced through reading and writing. Non-native speakers of

English must practice the sounds of English how they are accented or stressed in their usage.

Vocabulary knowledge is the single most important area of language proficiency. English is as

important as the core subjects in the curriculum designed (Rao, V., 2016)

The readings cited in this section are useful because they are organized according to

the variables of this study. The discussions are focused on their indicators which can be

utilized in the discussion of the results of this study.

Conceptual Framework of the Study

Independent Variables Dependent Variable

Motivational Beliefs:
 Self-efficacy
 Intrinsic Value
 Test Anxiety
English Language Proficiency:
 Reading
 Grammar
Language Learning Strategies:  Vocabulary
 Grammar learning  Writing
 Vocabulary learning
 Learning speaking
 Listening comprehension
 Reading strategies
 Writing strategies
 Learning pronunciation
Figure 1. Conceptual Framework of this study

Figure 1 shows the conceptual framework of this study which displays it

Three (3) variables. The first variable is the students’ motivational beliefs of Bachelor of

Arts Major in English students in Agusan del Sur State College of Agriculture and

Technology which is patterned after the study of Pintrich & De Groot (1989), as

something which prompts, compels, and energizes an individual to act or behave in a

manner at a time for attaining some specific goal. In his study, he identified three (3)

indicators such as self-efficacy, intrinsic value and test anxiety. Self-efficacy means the

individual beliefs in their innate ability to achieve goals. Intrinsic value defined as the

value of something for its own sake. And lastly, test anxiety means the feeling of

nervousness before having a test.

The second independent variable is the language learning strategies of Bachelor

of Arts in English students in Agusan del Sur State College of Agriculture and

Technology. In the study of Rubin and Thompson (1994), this variable has the seven (7)

indicators namely; Grammar learning, vocabulary learning, learning speaking, listening

comprehension, reading strategies, writing strategies, and learning pronunciation.

Grammar learning means principles or rules governing the form and meaning of words,

phrases, clauses and sentences (David Crystal’s, 2008). Vocabulary learning means

the knowledge of the students and the process acquiring building blocks in second

language acquisition (Restrepo Ramos, 2015). Learning speaking means the process of

building and sharing meaning using verbal and non-verbal symbols, in a variety of

context (Chaney, 1998). Listening comprehension defined as the process involved in

understanding and making sense of spoken language (Nadig, 2013). Reading strategies
defined by the reading horizons as the planned and explicit actions that help readers

translate print to meaning. Writing strategies means the student’s potential in writing

using English. Lastly, learning pronunciation means the ability of the students to utter

the words correctly.

The dependent variable of this study is the English language proficiency of the

Bachelor of Arts in English students in Agusan del Sur State College of Agriculture and

Technology. It has Two (4) indicators namely; Reading, Grammar, Vocabulary, and

Writing. Reading is an activity to get meaning from printed words or symbols and how

this ability is used to recognize, understand, and interpret in words (Tarigan, 2008: 7).

Grammar means the description of the ways in which word can change their forms and

can be combined into sentences in the language (Harmer, 2001: 12). Vocabulary

means all the words that a person knows or uses, and it is all the words in a language

(Hornby, 2006: 1645). Lastly, writing means a language skill which is used to

communicate with other people indirectly, thus, it does not need face to face interaction.

Writing is an activity which is productive and expressive and cannot be mastered

without practice (Tarigan, 1994: 3-4).

Statement of the Problem

1. What is the level of motivational beliefs in terms of:

1.1. Self-efficacy

1.2. Intrinsic Value

1.3. Test Anxiety

2. What is the level of language learning strategies in terms of:

2.1. Grammar learning

2.2. Vocabulary learning

2.3. Learning speaking

2.4. Listening comprehension

2.5. Reading strategies

2.6. Writing strategies

2.7. Learning pronunciation

3. What is the level of English language proficiency in terms of;

3.1. Reading

3.2. Grammar

3.3. Vocabulary

3.4. Writing

4. What the significant relationship between the students’ motivational beliefs and

English language proficiency of Bachelor of Arts Major in English students in Agusan

del Sur State College of Agriculture and Technology?

5. What is the significant relationship between the language learning strategies and

English language proficiency of Bachelor of Arts Major in English students in Agusan

del Sur State College of Agriculture and Technology?

6. What is the significant influence of the students’ motivational beliefs and language

learning strategies in English language proficiency of Bachelor of Arts Major in English

students in Agusan del Sur State College of Agriculture and Technology?

Significance of the Study

First, to its administrators because as drivers of institutional growth and

development, they may be aware of the students’ motivational beliefs and language

learning strategies on English language proficiency. Further, they ought to know also

the study habits of the students so that they can establish an appropriate mechanism

that may increase and develop such strategies. The administration also could use the

results of the study as a reference in formulating school policies and programs.

Gradually, the English program content can be improved based on the needs of the

students.

Second, to the faculty of this institution because as the information

provider, the results could also guide them in English relative to information on the level

of the students’ students’ motivational beliefs and language learning strategies on

English language proficiency. They can use the essential information to improve their

teaching practices. With the results, they could then device approaches and strategies

on how to integrate learning content with the students’ current deficiencies.

Consequently, emphasis on the improvement of the English program will be

investigated. Furthermore, this study will help them in finding a relevant technique in

improving such habits.

 Third, with the result of this study the students of ASSCAT - TC could find

essential feedback and information about their language learning which could provide

guidance and direction on better English language skills development and for a more

improved language performance. Moreover, they could also be directed to focus in any

of the language proficiency skills identified as weak among them. Hence, the findings of

this research will inspire, enlightened and become beneficial to them.

Lastly, the result of the study could provide meaningful data useful for

other research enthusiasts. Hopefully, more replicate studies along this line of concern

can be done to further ascertain relationship of students’ motivational beliefs, learning

strategies and language proficiency.

Operational Definitions of Terms

The following terms were defined operationally in this study to establish a

common point of understanding the results.

Motivational Beliefs refers to the general force that is responsible for people achieving

their potential and performing good works.

Language Proficiency refers to student’s ability to use the English language in the

real-world setting and purposes.

English language acquisition refers to the student’s level of learning in acquiring the

English language.
College of Arts Students refers to the students of ASSCAT Trento Campus enrolled

during the Second Semester, School Year 2019-2020. These students will be

considered as the respondents of the study.

Chapter II. Methods

Research Design

This study will utilize a non-experimental quantitative design using

predictive correlation technique. Predictive correlation is a statistical association or

association or relationship between variables (Warner, 2013) and a valid use of

regression correlation is prediction (Cohen et al., 2003). This study desires to determine

if students’ motivational beliefs and language learning strategies predicts the English

language proficiency of AB English students.

Research Locale

This study will be conducted in Agusan del Sur State College of Agriculture

and Technology – Trento Campus, Trento, Agusan del Sur, CARAGA Region. It is a

complete example of wonderland, full of changes, and a beautiful structure. It has Clean

and Green surroundings. The school can be found in Purok 3 Poblacion, Trento,

Agusan del Sur beside the Trento Lawn Tennis Court, near R.M Billanes Gymnasium in

front of D.O Plaza Park.

Research Respondents

The respondents of this study are the First Year to Third Year AB English

students of Agusan del Sur State College of Agriculture and Technology Trento

Campus who are an official enrollee for the Academic Year 2019-2020.

Data Collection Procedure

Before the survey questionnaire will be distributed to the respondents of

the study, the researcher writes a letter address to the Campus Administrator of

ASSCAT Trento Campus requesting a recommendation letter that will be used as an

attachment to the permission letter that will be given by the researcher to the institution.

With it, a recommendation form from the aforesaid office will be given to the Campus

Administrator of the institution to conduct a survey to the Bachelor of Arts Major in

English students. Then, the researcher will ask from the Office of the Registrar the

complete list of the Bachelor of Arts Major in English students who are enrolled in the

Academic Year 2019-2020 to determine the number of respondents he is going to

survey. After gathering the number of respondents based on the utilization of purposive

sampling technique using Slovin’s formula, the researcher will distribute the survey

questionnaires to the students in order to determine the motivational beliefs and

language learning strategies towards language proficiency. Moreover, the researcher

will personally collect the completed questionnaires. An appreciation will be given to the

respondents as an expression of gratitude for the valuable support, participation and

cooperation in the survey questionnaires. The data will be collected and recorded in

coordination with the statistician.

Research Instruments

This study utilized three (3) sets of research instruments; the questionnaire for

Students’ Motivational Beliefs, the questionnaire on Language Learning Strategies and

the questionnaire on Language Proficiency. An adapted questionnaire from Pintrich &

De Groot (1989) was utilized, and it was composed of three (3) indicators namely; Self-

efficacy (9 items of questions), Intrinsic Value (9 items of questions), and Test Anxiety

(4 items of questions). For language learning strategies an adapted questionnaire for

Rubin and Thompson (1994) was utilized, and it has seven (7) indicators namely;

Grammar learning (5 items of questions), Vocabulary learning (5 items of questions),

Learning speaking (7 items of questions), Listening comprehension (5 items of

questions), Reading strategies (9 items of questions), Writing strategies (5 items of

questions) and Learning pronunciation (6 items of questions). Lastly, an adapted

questionnaire from University of Education, Lahore and was modified by the researcher.

These three (3) kinds of questionnaire were used to gather the needed data and

information to answer the objectives of the study; respondents are requested to answer

honestly to obtain reliable source of data information.

The following interpretation scale was used to determine the students’

motivational beliefs, language learning strategies and language proficiency.

Likert scale and descriptive rating for Students’ Motivational Beliefs:

Rate Range of Means Descriptive Descriptive Meaning

 Interpretation
5 4.21 – 5.00 Very High This means that motivational beliefs
are always manifested.
4 3.41 – 4.20 High This means that motivational beliefs
are often manifested.
3 2.61 – 3.40 Moderate This means that motivational beliefs
are sometimes manifested.
2 1.81 – 2.60 Low This means that motivational beliefs
are rarely manifested.
1 1.00 – 1.80 Very Low This means that motivational beliefs
are never manifested.

Likert scale and descriptive rating for Language Learning Strategies:

Rate Range of Means Descriptive Descriptive Meaning

Interpretation
5 4.21 – 5.00 Always This means that language learning
strategies are always observed.
4 3.41 – 4.20 Usually This means that language learning
strategies are often observed.
3 2.61 – 3.40 Occasionally This means that language learning
strategies are sometimes observed.
2 1.81 – 2.60 Rarely This means that language learning
strategies are rarely observed.
1 1.00 – 1.80 Never This means that language learning
strategies are never observed.

Likert scale and descriptive rating for Language Proficiency:

Rate Range of Means Descriptive Descriptive Meaning

Interpretation
5 4.21 – 5.00 Always This means that language proficiency
are always manifested.
4 3.41 – 4.20 Usually This means that language proficiency
are often manifested.
3 2.61 – 3.40 Occasionally This means that language proficiency
are sometimes manifested.
2 1.81 – 2.60 Rarely This means that language proficiency
are rarely manifested.
 1 1.00 – 1.80 Never This means that language proficiency
are never manifested.

Statistical Tool

The statistical data will be analyzed with the help of the following tools:

Mean. Mean is the preferred method with a very purpose of calculating the center of the

data set. This tool will be used to attain objectives 1 and 2.

Pearson R Product-Moment Correlation Coefficient. This tool is used to see whether

there is a relationship between two variables. The said tool will be employed to attain

the third objective.

Regression Analysis. It attempts to model the influence between two variables by

fitting a linear equation to the observed data. This tool tests the fourth objective of this

study.