Chapter 1

THE PROBLEM AND ITS SETTING

Introduction

English has been the international language or the lingua franca between

and/or among nations. It is the language dominantly and widely used in most

fields such as business, government, industry, education, and in international

relations. In the workplace, it is an essential tool to perform tasks effectively

and produce better outputs. These are some of the reasons why many non-

English speaking countries encouraged and taught their children to learn

English as a second language. Thus, English language is important and

should be learned by individuals.

In the Philippines, proficiency in the use of English language is seen as

prestige and power. An individual who can speak and use the language

fluently is more likely to become economically successful. In schools, it is the

means of instruction. Most of the courses are taught in English and students

are aware that should learn the academic subjects (except Filipino subjects) in

English. Having said this, both the English teachers and future English

teachers have crucial role in making their students learn English and become

successful in the use of the language in different communicative situations and

settings.

According to the Department of Education, teacher’s competencies which

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includes teaching effectiveness, scholarly abilities and creative

productiveness, are a big factor in the academic achievement of the students

(Manual of Regulation for Private Schools, 2010).

Given the demands of the use of English language, many English

teachers are also needed not only in the country but even in many places in

the world. With the demand of the English language fluency among

individuals, many students take Education course majoring English as their

specialization. However, not all of them take the course to teach English but to

learn it so that they can work abroad or to simply meet and socialize with

native speakers of English. Others would prefer to work as English tutors of

non-English speaking people like Koreans, Japanese, and Chinese. This

means that some English major students learn English for different purposes

and reasons.

Considering the above premise, the researcher is interested in exploring the

attitudes and motivation and self-efficacy of the English major students or pre-

service English teachers towards English as their specialization, and how

these three are related to one another. In the field of learning English, it is

known that different factors may contribute the poor performance of the

students. These factors may be as a result of their attitudes, motivation and

beliefs towards learning English language.

Dadi (2018) pointed out the need for both motivation and attitude in

determining the outcome of language learning. When learners have positive

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attitudes towards learning English, they show their interest in the language and

are willing to learn more. With strong motivation, learners are more likely to

succeed in acquiring a second or foreign language and to have stronger

intention to put forth more effort even though they may meet obstacles

(Eshghinejad, 2016).

Further, several studies suggested that self-efficacy is an accurate

predictor of success in academic performance. To ensure students’ improved

academic achievement, their self efficacy needs to be boosted. Zimmerman

(cited in Kundu & Ghose, 2016) found that students with high self efficacy are

eager to learn and are persevering and show more resilience to tackle

problems. Weda et al. (2018) suggested that self-efficacy belief, motivation,

and learning strategies need to be introduced to language learning in the

classroom setting and the language learners need to have self-efficacy,

motivation, and good learning strategies if they want to succeed in language

learning.

Mabini Colleges, one of the private schools in Daet, Camarines Norte, offers

Bachelor of Secondary Education major in English. However, the school has

no specific screening like aptitude test or interview, for accepting students who

would be majoring in English. As a result, there is really extreme and

heterogeneous English major classes which are sometimes difficult to manage

and teach. In addition, these English major students have different reasons for
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taking English as their specialization. Their reasons somehow affect their

attitudes, motivation and self-efficacy towards English as their specialization.

Statement of the Problem

This study would like to explore the attitudes, motivation and self-

efficacy of the English major students, which she believed have significant

implications to the English language teaching and learning of Mabini Colleges.

Specifically, it will seek answers to the following questions:

1. What is the demographic profile of the respondents as to their age, sex,

year level, and socio-economic status?

2. What are the attitudes of the respondents towards English as their

specialization?

3. What is the level of motivation of the respondents towards English as

their specialization?

4. What is the level of self-efficacy of the respondents towards English as

their specialization?

5. Is the demographic profile of the respondents related to their attitudes,

motivation and self-efficacy?

6. Is there a significant relationship between

a. attitudes and motivation;

b. attitude and self-efficacy; and

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c. motivation and self-efficacy of the respondents towards English as

their specialization?

Research Hypotheses

1. The demographic profile of the respondents is related to their attitudes,

motivation, and self-efficacy towards English as their specialization.

2. There is no significant difference between

a. attitudes and motivation;

b. attitude and self-efficacy; and

c. motivation and self-efficacy of the respondents towards English as

their specialization.

Significance of the Study

The results of this study on the attitudes, motivation and self-efficacy of the

English major students towards English as their specialization would be

beneficial to different groups of people or organization such as the English

major students, teachers, school administrators, and curriculum planners and

makers. To the English Major Students. The results of this study would help

the English major students to become aware of and understand their own

attitudes, motivations and self-efficacy towards English as their specialization.

With this, they, themselves would be able to know which of the said personal

aspects needed to be changed or improved for them to succeed in the course

that they chose.

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To the English Major Teachers. On one hand, the English major

teachers would also benefit from this study. The findings and

recommendations of this study would provide them important insights and

inputs with regards to how their students behave or perform in the classroom

as a result of their attitudes, motivation and self-efficacy towards English as

their specialization. They would realize how important attitude and motivation

are as a driving force of students in learning English. Also, from the results, the

teachers would be able to assess and evaluate their own teaching strategies,

from which, they could plan of better learning activities or tasks that would

acknowledge their students’ preferences and respond to their needs in

learning English as their specialization.

To the School Administrators. Moreover, the results of this study may

serve as springboard for the school administrators to formulate new policies

for the English language department of the school that would help and benefit

both the English major students and teachers. An example is administering

aptitude or entrance exams to screen incoming English major students. In

addition, this study would provide the curriculum planners and makers a

valuable information that may serve as basis for enhancing the English

curriculum.

To the Future Researchers. This study would contribute to the fund of

knowledge thus, it may serve as reference and related studies for those who

would want to conduct similar studies.

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Scope and Delimitation

This study generally aims to explore the attitudes, motivation and selfefficacy

of English major students towards English as their specialization. Specifically,

this is concerned with determining the demographic profile of the respondents

as to their age, sex, year level, and socio-economic status; the attitudes of the

respondents towards English as their specialization; the level of motivation of

the respondents towards English as their specialization; the level of self-

efficacy of the respondents towards English as their specialization; the

relationship between the demographic profile of the respondents related to

their attitudes, motivation and self-efficacy; and the significant relationship

between attitudes and motivation, attitude and self-efficacy, and motivation

and selfefficacy of the respondents towards English as their specialization.

The study will be limited to the mentioned variables and will not consider the

effects of these variables on the English proficiency or academic achievement

of the English major students. The main respondents will be the enrolled

English major students of Mabini Colleges for the 1 st Semester of the

School Year 2019-2020.

Definition of Terms

The following terminologies are defined conceptually and operationally for the

clear understanding of this study.

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Attitude. This refers to the way a person thinks and feels about someone or

something (Learners’ Dictionary, 2020). In this study, this refers to the how the

respondents think and feel about English as their specialization.

Demographic profile. Profile means a short article giving a description of a

person or organization (Oxford Languages, 2020). In this study, demographic

profile refers to the age, sex, year level, and socio-economic status of the

participants.

English major students. In this study, they are the participants who are

students taking English as their specialization.

Motivation. This refers to the general desire or willingness of someone to do

something (Oxford Languages, 2020). In this study, this refers to the extent of

willingness of the participants in taking English as their area of specialization.

Self-efficacy. This refers to an individual's belief in his or her capacity to

execute behaviors necessary to produce specific performance attainments

(Bandura, 1997).
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Notes

Dadi, M. (2018). Student’s Attitude & Motivation Towards English Language

Learning: English Major Students at Dire Dawa University in Focus.
Retrieved from
https://www.iiste.org/Journals/index.php/RHSS/article/view/42920

Kundu, A. & Ghose, A. (2016). The Relationship Between Attitude And Self
Efficacy In Mathematics Among Higher Secondary Students. Retrieved
from http://www.iosrjournals.org/iosr-
jhss/papers/Vol.%2021%20Issue4/Version-5/F0214052531.pdf

Learners’ Dictionary. (2020). Retrieved from

https://www.learnersdictionary.com/definition/attitude

Manual of Regulation for Private Schools in the Philippines. (2010). Retrieved

from http://www.deped.gov.ph/2010/06/24/do-88-s-2010-2010-
revisedmanual-of-regulations-for-private-schools-in-basic-education-
amendedby/

Oxford Languages (2020). Retrieved from

https://languages.oup.com/googledictionary-en/.
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Teaching Tip Sheet: Self-efficacy. APA. (2020).

Retrieved from https://www.apa.org/pi/aids/resources/education/self -
efficacy

Weda, Sukardi & Samad, Iskandar & Patak, Andi & Sarah Fitriani, Siti. (2018).
The Effects of Self-Efficacy Belief, Motivation, and Learning Strategies on
Students’ Academic Performance in English in Higher Education. Asian
EFL Journal. 20. 140-168. Retrieved from
https://www.researchgate.net/publication/327954392_The_Effects_of_Se
lf-
Efficacy_Belief_Motivation_and_Learning_Strategies_on_Students'_Aca
demic_Performance_in_English_in_Higher_Education/citation/download