FOREIGN LANGUAGE NEEDS AMONG GRADUATE

STUDENTS OF MARINDUQUE STATE COLLEGE

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

2023
Volume: 9
Pages: 1338-1354
Document ID: 2023PEMJ824
DOI: 10.5281/zenodo.8072388
Manuscript Accepted: 2023-20-6
Psych Educ, 2023, 9: 1338-1354, Document ID:2023 PEMJ824, doi:10.5281/zenodo.8072388, ISSN 2822-4353
Research Article

Foreign Language Needs Among Graduate Students of Marinduque State College

Desiree M. Sto. Domingo*, Cherie Ann M. Luna
For affiliations and correspondence, see the last page.
Abstract
This study aimed to assess the foreign language need of the Marinduque State College Graduate
School students. The respondents were the 227 officially enrolled graduate students in the 1st
Semester of the Academic Year 2022-2023. Mixed methods using quantitative and qualitative
approaches were used in analysing the gathered data. The results revealed that most of the graduate
students in MSC are young and mostly female, educators, and affiliated with the Department of
Education. Based from the findings on the FL needs of the respondents, the graduate students prefer
other Asian Languages, such as Korean and Chinese, as options for other Foreign Language courses
aside from the Nihonggo and Spanish that were previously offered in MSC. Additionally, they also
prefer language teachers who are knowledgeable about the culture and literature of the target
language. The Communicative Language Teaching (CLT) approach is the preferred strategy in FL
teaching through face-to-face modality. Based on the preference of the respondents, it is concluded
that an assessment of FL needs is an integral part of assessing the overall needs of the graduate
students of MSC for better higher education services delivery. The results could serve as reference in
FL teacher selection, materials preparation, FL teaching strategies, and modalities to craft a
responsive FL course that matches the need of the graduate students.

Keywords: foreign language, assessment, Marinduque, post graduate

Introduction program (Burnaby, 1989; Savage, 1993) thus,

One of the strategic trends in the education program is
the foreign language in the education system
(Halimovna, 2020). Foreign language as an academic
subject plays a crucial role in education, development,
and communication goals (Korotchenko, 2015).
However, the ongoing demographic changes and
proliferating globalization have challenged
professional schools to prepare students for the
plurilinguistic and pluricultural realities of the
workplace both within and across national boundaries
(Brecht & Walton, 2003; Kennedy & Weiner, 2003;
McGinnis, 2003). It is not uncommon to find a severe
disconnect between what professional school students
need and expect from foreign language study and what
they receive; when foreign language study is
administered by language departments in the larger
institution (Bousquet, 2003; Davidson, 2001; Leaver
& Shekhtman, 2002; Swales, 1990).
With the developing workplace realities of graduates,
professional schools may need to re-assess the degree
to which their career needs are or are not met by
existing language programs (Purpura & Graziano-
King, 2004). Language needs give a basis as it views
teaching and learning as a compromise between the
learning projects that students create for themselves
and the institutional and social contexts in which
learning will occur (Lepetit & Cichocki, 2002). It
remains that needs assessment should be a constant
process and take place throughout the instructional
influencing materials selection, curriculum design, and
teaching approaches (Li, 2000). Curriculum planners
must acknowledge the foreign language needs
expressed by graduates in their career contexts, and
they must pay attention to the suggestions on how
language instruction might better match the actual
language use needs. However, they must also
understand how students need to use the target
language in their professional contexts and to what
extent the students’ perceived needs, interests, wants,
and expectations are addressed by the FL program
(Purpura & Graziano-King, 2004).
For the foreign language context in the Philippine
setting, the Special Program on Foreign Languages
(SPFL) of the Department of Education (DepEd) in the
Philippines has been implemented since 2009 to
introduce foreign languages such as Spanish, Nihongo,
French, German, Mandarin, and Korean, among others
into basic education coupled with the 2010 and 2017
Commission on Higher Education (CHED)
Memoranda on Foreign Languages (FL) that created
guidelines for the teaching of foreign languages in
higher education. CHED’s approach to supporting FL
teaching and learning is signified in two memoranda:
Mem o ran d u m No. 23, s. 2010 and CHED
Memorandum No. 23, s. 2017.
Marinduque State College has been offering graduate
programs since 1987 through Board Resolution No. 13
s. 1987 authorizing the Marinduque Institute of
Science and Technology to offer Graduate Study

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Research Article
Program and for the President to hire professors from
PNC, TUP, and other similar institutions in Metro
Manila in addition to the local faculty who are
qualified to teach in the Graduate Program starting
Summer 1988. Additionally, MSC has been offering
foreign language courses since 2011 pursuant to the
CHED Memorandum Order No. 23, s. 2010 about the
Implementing Guidelines in the Inclusion of Foreign
Language Electives in the Curricula of Higher
Education Programs. The provision includes the
f o l l o w i n g l a n g u a g e s is n o t l i m i t e d to
Chinese/Mandarin, Spanish, French, Niponggo,
Arabic, etc.
Generally, improvement begins with an evaluation of
the current language teaching situation, an appraisal of
how the target language would be used, an assessment
of the needs, wants, interests, and expectations of the
learners, and an understanding of both how the
perceptions of key stakeholders interact and how the
collective views for change could be addressed with
the available resources (Purpura & Graziano-King,
2004). Hence, all higher education institutions should
widen and support language training with cross-
curricular cooperation, with invested time and effort in
language learning and its orientation at skills and their
development, where language should become a
complementary part of academic diploma (Vareckova
& Pavelkova, 2018).
In the context of Marinduque State College in terms of
offering foreign languages, there is a dearth of
evaluation conducted on the current teaching situation
in relation to the foreign languages offered. The
students’ input is essential in responding to specific
needs and reviewing the current program, which is a
main component of a curriculum design. Hence, this
study was conducted to assess the need for the foreign
language of graduate students in Marinduque State
College as part of developing a responsive curriculum
to the global demands towards the actual language
needs of the learners. Specifically, the study sough to
determine the demographic profile of the respondents,
FL need in terms of interest, career, plans and related
business; significant different in the FL needs when
grouped according to profile variables; why they are
interested in learning the foreign language;
recommendations of the graduate students in offering
the preferred FL in terms of teachers, strategies,
materials and modalities which eventually lead to an
enhancement proposal in FL for the administration.
Research Questions
This study aims to assess the foreign language needs
Sto.Domingo & Luna
of graduate students of Marinduque State College.
Specifically, this sought the following problems:
1. What is the profile of the respondents in terms of:
1.1 Age;
1.2 Sex ;
1.3 Program and Major;
1.4 Field of specialization; and
1.5 Affiliation?
2. What foreign languages are deemed needed by
graduate students in terms of:
2.1 Interest;
2.2 Career;
2.3 Plans; and
2.4 Business?
3. Is there a significant difference in the foreign
language needs among the graduate student
respondents when grouped according to the profile
variables?
4.What are the recommendations of the respondents to
consider in offering the preferred foreign language in
terms of:
4.1 teachers;
4.2 strategies;
4.3 materials; and
4.4 modalities?
Literature Review
Foreign Language Learning Perspectives and
Consideration
Foreign languages are increasingly taught everywhere
(Balboni, 2018). Hundreds of millions of people
voluntarily attempt to learn languages each year. These
include adults who seek proficiency in a new language
for academic, professional, occupational, vocational
training, or religious purposes; or because they have
become related through marriage to speakers of
languages other than their mother tongue (Long &
Doughty, 2009). A foreign language is a mechanism of
future professional activity. Higher education teachers
have the task to form not only linguistic and speech
skills in the learning process; but to expand knowledge
in the professional field through the use of professional
texts, mastery of professional terms, training in
professional language material, and professionally
oriented translation (Halimovna, 2020). A university
foreign language course is not simply learning
languages but also integral development of the
essential skills of the 21st century – higher-order
thinking, problem-solving, self-directed learning,
communication, and collaboration with the capacity to
demonstrate these skills using a foreign language
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Research Article
(JaleniauskienĿ, 2016).
Knowledge of a second language is highly regarded to
be indispensable for workers to succeed in an
increasingly interconnected business world (Anghel et
al., 2016) because foreign languages and their usage is
a part of common labor market requirements when
applying for a job after university study. Preparing,
education process, and further training must be
necessarily performed in compliance with recent
requirements where continuous language learning
should be an inseparable part of university study,
oriented at the area of study, and aimed at future
professional and job requirements (Vareckova &
Pavelkova, 2018). Foreign language study in higher
education seems to be transforming in nature and
scope as it used to be that the rationale for foreign
study was rooted in the spirit of internationalism and
couched within colonial or neo-colonial arrangements
(e.g., Spanish for Filipinos, French for Vietnamese,
etc.). Now, the study of foreign languages is charted
within more varied frameworks but most of which are
designed to address the needs of participating and
competing in a globalized world economy (Bernardo,
2003).With the given perspectives and consideration,
studying a foreign language completes and improves a
student’s education while providing the foundation for
further personal enrichment, scholastic achievement,
and economic opportunities (California Department of
Education, 2003). Learning a foreign language
provides a competitive edge in career choices in
today’s and tomorrow’s world (Nebraska Department
of Education, 1996).
Needs Assessment in the Context of FL Learning
and Education
A needs assessment is conducted to derive information
and perceptions of values as a guide to making policy
and program decisions that will benefit specific groups
of people. (Witkin and Altschuld, 1995; Krinis, 2006).
From time to time, educators must examine and adjust
teaching programs and pedagogical materials in order
to meet better the changing realities that occur within
society. Such adjustments are an appropriate dynamic
of education systems as they strive to play an active
role in social collectivities. The answer to how
educators or practitioners develop effective curricula
often lies in needs analysis. Needs analysis (NA) is a
powerful tool that helps clarify and validate true needs.
It enables educators and practitioners to shape the
curriculum development that bases the content of
language courses on the communication needs, wants
and interests of the learners (Lepetit & Cichocki,
2002). The concept of needs analysis (also known as
Sto.Domingo & Luna
needs assessment) commonly refers to the processes
involved in gathering information about the needs of a
particular client group in industry or education.
Naturally, in educational programs, needs analyses
focus on the learning needs of students, and then, once
they are identified, needs are translated into learning
objectives, which in turn serve as the basis for further
development of teaching materials, learning activities,
tests, program evaluation strategies, etc. Thus, needs
analysis is the first step in curriculum development
(Brown, 2009).
The Demand for FL: Towards a Participatory
Higher Education
On the increasing demands to the students', masters',
post-graduates' and academic researches' language
proficiency, foreign language proficiency should
provide for the ability to participate in the international
conferences, to attend foreign professors' lectures, and
to take part in the students' exchange programs. All of
the above presupposes rather high foreign language
proficiency and requires a foreign language learning
system creation (Merkulova et al., 2020).
Moreover, the teaching and learning of foreign
languages heavily lies on the management of the
teachers. It is important that FL teachers are given
attention to properly deliver the program to the
students. Anca (2013) discussed the development of
multiple skills for the foreign language teacher of the
21st century – current training needs in which she
argued that the foreign language teaching profession is
currently facing the increasing enrolments and a
shortage of qualified teachers. Another challenge that
places new demands to teachers is the changing
student population, nationwide education reform and
the development of national standards for foreign
language learning. Therefore, she emphasized that the
teachers’ initial and in-service training should always
be seen as a national matter of major importance, but
effective solely to the extent it comes in line with the
international linguistic policies built on the basis of the
most recent theories regarding language acquisition
and oriented towards the development of a competence
profile of the linguistic educators fully adjusted to the
needs of the current society.
Methodology
This study used a mixed method approach as a mean
of collecting and analysing data from quantitative and
qualitative research approaches. Williams (2007)
stated that mixed method approach enables researchers
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Research Article
to collect or analyse not only numerical data, which is
customary for quantitative research, but also narrative
data, which is the norm for qualitative research in
order to address the research questions defined for a
particular research study. Additionally, qualitative and
quantitative research can be usefully combined in
mixed methods designs, which often produce a lot of
useful information (Sukamolson, 2007). Hence, the
researcher chose this approach for a better data
collection and analysis towards a comprehensive
presentation of results.
Participants
The respondents of the study were all of the officially
enrolled graduate students of Marinduque State
College Graduate School under the Master of Arts in
Education (MAED), Master in Public Administration
(MPA) and Doctor of Education (Ed.D.) programs
who are enrolled in the 1st Semester of Academic
Year 2022-2023. Purposive sampling was done to the
participants of the study employing total enumeration.
A total of 227 graduate students are enrolled for the 1st
Semester Academic Year 2022-2023 according to the
Registrar Office composed of 18 Ed.D., 47 MPA and
162 MAED students.
Instruments of the Study
The research instrument used in the study is a survey
questionnaire. Google form was used as an online
platform of data gathering from the respondents to
ensure compliance to the health safety protocol being
implemented in the province. The first part of the
questionnaire is about the profile of the respondents
that contains the basic information such as the name
(optional), age, sex, field of specialization, program
and major, affiliation and email address of the
respondents while the second part is composed of the
target language need of the respondents according to
their interest, career/job, future plans and related
business; third part is the target foreign language use
of the respondents which shall depict their purpose and
interest in studying the chosen foreign language.
Lastly, the last part of the questionnaire would elicit
their recommendations to the graduate school in terms
of teacher, strategies, materials and modalities relative
to the offering of foreign language in the college. All
responses are ensured to be kept anonymously and no
one would be identified in the research guided by the
provisions of RA 10173 (The Data Privacy Act of
2012).
Sto.Domingo & Luna
Procedure
In compliance with the existing health protocols
observed this time of pandemic, the data gathering was
conducted through online survey using Google Form
which was sent to the respondents through email and
Facebook messenger. Since most of the respondents
could not join for a Focus Group Discussion, the
researcher opted to use the Google Form for a written
interview portion of the study wherein they shared
their feedback, opinions, knowledge, and insights
about their interest and the relevance of the foreign
language subject in terms of career, future plans and
business-related concerns. The purpose of the written
interview as an alternative of FGD is to elicit
comprehensive answers and not to arrive at a
consensus or agreement on the topic. Instead, it sought
to identify and understand the current FL program
offering of the college as part of MSC’s education
services.
Ethical Considerations
Prior to the conduct of the study, the researcher sought
an ethical clearance/certification from the Marinduque
State College Research Ethics Committee (REC). The
Google Form which was used for the survey comes
with an informed consent form at the first part of the
questionnaire. Additionally, for the list of all the
graduate students enrolled in the 1st Semester AY
2022-2023, the researcher also submitted a notarized
disclosure warranty to the College Registrar which
aimed to ensure that the obtained information would
be used solely for research purposes.
Results
This section presents the findings according to the
study's research questions. To compare the frequency,
percentage, mean and find out the significance
between variables, the data were computed using SPSS
package.
Profile of the Respondents
The respondents of this study were the 227
Marinduque State College Graduate students who were
enrolled in the 1st Semester of Academic Year
2022-2023. However, only 146 students submitted
their responses. The profile of the respondents was
discussed in terms of age, sex, program and major,
field of specialization, and affiliation. According to the
profile variables presented in Table 1, most of the
respondents were in the youngest age bracket ranging
from 23-30 years old which is 43.8% while it could be
noted that only 0.7% belonged to the oldest age
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bracket of 55-62 years old.
Going to the sex profile, most of the respondents were
female graduate students with 71.2% while the 28.8%
are male respondents. It is widely known that age and
gender are primary factors in learning a language.
In terms of the program and major of the graduate
students, the highest number of responses came from
the MAED Educational Management students with
37% while the lowest number of response came from
MAED Biology Teaching students with 3.4%.
In terms of field of specialization of the respondents,
most of them were in the field of education with 74%
while the lowest number was observed from health,
public safety, forestry, engineering, and social services
which all scored 0.7%.
In terms of affiliation, most of the respondents were
affiliated with the Department of Education with
65.8% while the lowest was observed from
Department Environment and Natural Resources,
Commission on Audit, Bureau of Treasury and Bureau
of Fire Protection which all scored 0.7%.
Table 1. Profile Distribution of the Marinduque State
College Graduate Students
Sto.Domingo & Luna
Figure 1. .
Foreign Language Need of Marinduque State
College Graduate Students
There were 11 languages such as Chinese, Korean,
Arabic, French, Nihonggo, Spanish, Portuguese,
Turkish, Russian, Thai and Bahasa Indonesia that the
respondents rated according to interest, career, future
plans and related business.
Table 2 illustrates that in terms of interest, the top
language that the graduate students prefer is Nihonggo
with a mean of 3.35 which is described as needed
while Turkish has the lowest a mean of 2.26 which
deemed as less needed. With all the languages rated,
interest obtained a composite mean of 2.81 described
as needed. For the FL need of the graduate students,
Japan being on top target FL is due to the trends in
Philippine screen media where most of Filipinos are
interested in the aesthetic and cultural values that the
Japanese represent. Japan is also known for anime and
dram series, J-Pop groups, and cosplays which become
a worldwide phenomenon. Japan also has gigantic
anime theme parks that attract a lot of tourist yearly
from different parts of the world.
Table 2. Foreign language need of MSC graduate
students in terms of Interest
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Table 4. Foreign language need of MSC graduate

In terms of career, Table 3 shows that Spanish students in terms of Plans
language has highest mean of 2.96 described as needed
among the languages while Turkish got the lowest
mean of 2.28 which deemed as less needed. With all
the languages rated, the composite mean obtained for
this aspect was 2.59 described as less needed. The
dominance of Spanish in the responses from the
graduate students indicated that Spanish language and
culture are still strongly embedded to every Filipino
that is still used in various discourses of life in the
country. This also symbolizes the politics of language
and culture as a social construct of reality in the For the FL need of graduate students in terms of
Philippine setting where Spanish language exists as a related business, Table 5 shows that the top languages
are Chinese and Korean which both obtained a mean
local language and even in the education system.
of 3.47 described as much needed while Turkish got
the lowest mean of 2.63 which deemed as needed.
Table 3. Foreign language need of MSC graduate From all the languages rated, the composite mean
students in terms of Career obtained for this aspect was 3.09 described as needed.
As we all know, Chinese and Korean are gaining so
much dominance in international arena with the
products they market that attract a lot of Filipinos
mainly due to the affordable price and its persuasive
marketing styles. In the Philippines, a lot of Chinese
and Korean products could be found in the market
such as skincare products and food products that are
common in malls and convenience stores. This could
imply that the graduate students have high regard to
the instrumentality of language in the field of business
where the success of international trade strongly
correlates to the value of foreign language in
networking, trading and commercialization.

Table 5. Foreign language need of MSC graduate

students in terms of related Business
For the future plans, the top language that the
respondents prefer is Nihonggo with a mean of 3.36
described as needed while Turkish has the lowest
mean of 2.43 which is deemed as less needed (Table
4). With all the languages rated, the composite mean
obtained for this aspect was 2.96 described as needed.
Future plan is another strong motivational factor in
learning a foreign language in this globalized context.
A learner believes on self-efficacy that learning a
foreign language today is a motivation of his future
There is no significant difference on the foreign
ideal self where he could speak the language. language needs of the graduate students when grouped
according to profile variable since the computed p-
value of all profile variables are higher than the .05
level of significance, the null hypothesis is not rejected
(Table 7).

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This study uniquely focused on the FL needs of the
graduate students employed to the profile variables.
The result implies that the groups considered in the
treatment may have overlapped with the other
variables or there may have been not enough people in
the groups to establish difference. Moreover, it could
be inferred that the demographic profiles were not
found to be affective factors in determining the need
across the varying dimensions or aspects. Having no
significant differences at p < .05 were found among
any means, the results are suggestive to go further and
obtain a richer profile of learners and deeper level of
assessment.
Difference on the Foreign Language Need when
Grouped According to Profile Variables
Table 6. Difference on the responses according to
profile variables of the graduate students
Recommendations of the respondents to consider in
offering the preferred Foreign Language
In the effort to continually improve the services of
Marinduque State College in offering foreign
language, the respondents were asked for their
recommendations in terms of teachers, strategies,
material, and modalities of learning an FL. Need
assessments help us make decisions about individual
Sto.Domingo & Luna
learners and the educational directions that make the
most sense for them, including selection of learners for
advanced classes or programs, placement of learners
into courses that best match their needs, advancement
of learners through a curricular sequence, and
certification of learner abilities on program completion
(Norris, 2006).
Teachers
The author adapted the characteristics of a foreign
language from Kalebic (2005), and as shown in Table
10, the graduate students highly recommended all the
indicators for an ideal foreign language teacher. The
14 ch aracteristics include lingu istic and
communicative competence; communication and
presentation skills; ability to motivate learners for
learning; ability to choose appropriate teaching
strategies; ability to deal with unpredictable situations
and to maintain discipline; ability to plan the lesson;
ability to organize learning activities; ability of
pedagogical action; ability to create friendly
atmosphere in the classroom; ability to respond to
learner abilities and needs (flexibility); knowledge
about teaching strategies; knowledge about the culture
and literature in of the target language; ability to assess
learner language knowledge/competence; and
knowledge of methods and theoretical concepts in
language teaching. Among the 14 characteristics, the
highest mean is recorded from indicator 12 which is
the knowledge about the culture and literature of the
target language with a mean of 4.63. The strong
preference of the respondents on the teacher’s
knowledge about culture and literature of the target
language imply that it is highly anticipated from the
teachers to be well-versed on the background of the
TL being studied.
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Table 7. Recommendations of the respondents to
consider in offering the preferred foreign language in
terms of FL teachers
Strategies
For the recommendations of the respondents in terms
of strategies in language teaching, all of the 10
strategies in language teaching such as Communicative
Language Teaching (CLT); Task-based language
teaching (TBLT); Content and Language Integrated
Learning (CLIL); Cooperative Language Learning
(CLL); Direct Method; Grammar Translation;
Audiolingualism; Total Physical Response (TPR); the
Silent Way; and the Natural approach were rated as
highly recommended.
Table 8. Recommendations of the respondents to
consider in offering the preferred foreign language in
terms of strategies
Among these highly recommended strategies,
Sto.Domingo & Luna
Communicative Language Teaching has the highest
mean which is 4.60 which could imply that the
respondents prefer an approach that put students in a
range of real-life situations so that they can learn how
to use their language skills in interacting in the real
world. Additionally, this strategy set the educators to
focus on the fluency of communication rather than
accuracy and lessons are more hands-on than
theoretical. It is also described as interactive and
relevant classroom activities along with the use of
authentic source materials.
Materials
For the materials to be used in offering foreign
language, the respondents highly recommended all the
materials such as videos, dictionaries, workbooks or
photocopied exercises, grammar books, e-book
Readers, audio books, translation application,
flashcards, posters/infographics, games/puzzles, and
songs/podcasts. From the 11 materials, video has the
highest mean of 4.71 which signifies that the students
highly prefer the materials that are audio-visual and
prevalent in this technological advancement era.
Table 9. Recommendations of the respondents to
consider in offering the preferred foreign language in
terms of materials
Modalities
In terms of modalities, the respondents highly
recommended the presence learning (face-to-face)
learning (4.29) while modular distance learning
obtained the lowest mean of 3.43 as shown in Table
12.
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Table 10. Recommendations of the respondents to
consider in offering the preferred foreign language in
terms of modalities
The pandemic has largely disrupted the normal
function of the education sector anywhere in the
world. Education institutions have to cope up by
implementing online learning and modular distance
learning education which became a necessity. At
present the use of computers and new technologies has
become an imperative part of foreign language
learning. They have empowered the language teaching
community to redefine some of the strategies and
concepts of teaching and learning (Klimova, 2008).
Discussion
Basically, the graduate school enrolees are younger
these days because some of them pursue graduate
studies after finishing bachelor’s degree. This is a
notable research finding that young students were
more motivated than older students (Ruyffelaert &
Hadermann, 2012). With the intense competition in an
international context, masteral degree has become one
of the minimum qualifications for an entry level
position in most educational institutions as part of
establishing a good faculty profile and overall human
resources in an organization.
The results show that the graduate students were
mostly female and younger learners. The study of the
role of gender in L2 acquisition has found that in
general, females perform better compared to males
because females tend to have an advantage over males
due to higher levels of motivation (Lan, 2010). Powell
and Batters (1985) conducted a survey with 459 boys
and 494 girls from six mixed comprehensive schools
in the UK found that female students had more
positive perceptions of studying foreign languages.
This is also similar to the findings of the impact of age
and gender on the learners’ motivation and attitudes
towards French in Secondary Education in Flanders
Sto.Domingo & Luna
which confirms that female students have a higher
integrative motivation to learn French in comparison
with male students who have more of an instrumental
motivation (Ruyffelaert & Hadermann, 2012).
Moreover, the associations between Chinese EFL
graduate students' beliefs and language learning
strategies revealed that females had positive beliefs
about learning and communication strategies,
motivations, and expectations rather than males (Tang
& Tian, 2015). It could also be noted that the highest
number of respondents was largely comprised of the
MAED program students. For the program,
specialization and affiliation of the respondents which
revealed a convincing connection from the responses,
most of the graduate students belong to the MAED
program who are from the education sector and
affiliated with the Department of Education. The result
strongly confirmed the claim that the promotion to a
higher teaching position does not require an increase in
duties and responsibilities. It is merely based on higher
degrees like post graduate qualifications and
participation in continuing professional enrichment
programs. Additionally, DepEd has a compensation
scheme for teaching positions in elementary and
secondary schools based on a combination of
competencies which include academic or educational
preparation, work experience and extracurricular
professional training and certificates (Alegado, 2018).
Generally, hundreds of millions of people voluntarily
attempt to learn languages each year. They include
adults who seek proficiency in a new language for
academic, professional, occupational, vocational
training, or religious purposes, or because they have
become related through marriage to speakers of
languages other than their mother tongue (Long &
Doughty, 2009) and this does not exclude the situation
in the Philippines where a lot of adults engage in
postgraduate program to expand their proficiency in
various aspects of learning.
Nihonggo as the top needed language for the graduate
students implies that the Japanese culture and language
are a great interest of Filipinos due to the aesthetic and
cultural influences.Basically, the interests for
communication of the students were expressed as a
mean to help expressing themselves in foreign country.
Respondent 1 stated that Learning different language
is important in [one’s] life because it is a very useful
tool in communicating to someone with different race
while Respondent 27 also stated to be able to converse
with the people there using their language. Another
answer points to being a tool in communication in the
classroom setting aside from the English language
wherein Respondent 141 said that as a language
teacher, it would help me become efficient and
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effective English Language teacher if i can
communicate using foreign language particularly
Mandarin, Hangul and Nihonggo which shows that the
respondents value FL as a communication tool in
expressing themselves in any conversational
setting. The respondents also expressed interests for
cultural understanding and appreciation to Japanese
culture being an efficient and safe place to live which
Respondent 103 stated that I love the Japanese people,
their culture (the traditional & contemporary), the
foods, the safety and peace of mind that Japan's
atmosphere brings, the efficiency, and the cleanliness
of its surrounding while Respondent 25 said that it
would be a big help to learn the basic of their language
and culture for you to familiarize when you get there
which is also the same to the sentiment of Respondent
33 that I know this would help me understand more [of
their] culture. These statements depict that they believe
in the power of language in building better relationship
with other people through understanding cultural
similarities and differences that could later on develop
into intercultural competence which is the ability to
interact in a diverse cultural setting representing more
than one cultural language and identity. In addition,
the interest for travel was also expressed from the
narratives wherein Respondent 145 said that I want to
go to Japan which is the same with Respondent 60
who said that It is because [it’s] my dream to go to
Korea, Thailand and Japan. Another answer points to
the value of learning the language because it would
help in enjoying the travel as Respondent 77 stated
that Learning foreign language make foreign travel
easier and more pleasant which presumably means to
engage in meaningful activity and eventually avoid
isolation in foreign countries.
Moreover, the interest for skill was also noted from the
responses. They value foreign language learning as an
added tangible skill for them to compete in the
globalized setting wherein Respondent 28 said that It
is interesting because there might be an opportunity
that i will use the language. It is also an edge of being
a multilingual individual which is also similar to
Respondent 67 who said that I think studying foreign
languages will help me [improve] my listening skills
and abilities, also increase my analytical abilities.
Others also expressed that gaining FL skills boost self-
confidence knowing that they have additional
knowledge as Respondent 36 said that studying
different languages will boost self-confiden[ce] and
enhances my skills and knowledge while others value
it being a potential candidate who is linguistically
qualified in a certain position or need as Respondent
114 said that learning a second language can help
improve many other skills that are highly sought after
Sto.Domingo & Luna
by employers. Bilingual communication skills can help
improve my listening, negotiating, multi-tasking and
comprehension skills. This denotes value of learning
FL in having not only communicative skills but also
other skills that are related to listening, analytical
skills, and multitasking skills which develop an
individual to be more competitive and flexible in
international work, business, or academic setting that
enriches the overall sociocultural experiences.
Lastly, personal satisfaction emerged as the last area of
interest for FL learning as Respondent 52 stated that I
find learning another language other than English
interesting while Respondent 124 also stated that I am
interested how they speak their language and
Respondent 132 supported that these foreign languages
seem interesting to learn which means that they enjoy
learning FL to the extent to satisfy their curiosity and
overall desire to communicate by knowing the
language and how the native speakers use the
language.
On the other hand, Spanish was the top language
interest for career of the graduate students. Historically
speaking, as a product of colonialism, scholars view
this dominance as stemming from governmental
mandate (Dawe, 2014). For three quarters of the
people in Philippines, Spanish would be their fourth
language, after their mother tongue, Filipino and
English (Ponga, 2015). Foreign language study in
higher education seems to be transforming in nature
and scope as it used to be that the rationale for foreign
study was rooted in the spirit of internationalism and
couched within colonial or neo-colonial arrangements
(e.g., Spanish for Filipinos, French for Vietnamese,
etc.). Now, the study of foreign languages is charted
within more varied frameworks but most of which are
clearly designed to address the needs of participating
and competing in a globalized world economy
(Bernardo, 2003).
The need of FL for career was also expressed which
emph asized that learning the language is
complementary to the future employment of the
respondents being multilingual individual in foreign
land wherein Respondent 2 said that I am much
interested in learning the different foreign languages
because it might help me in teaching multilingual
while Respondent 11 stated that I am interested in
learning the foreign language because maybe someday
from this opportunity I could apply to improve my
career/ job. Another answer emphasized the
regionalization and ways of using it for professional
purposes to keep up with other countries as
Respondent 112 reasoned that with the [ASEAN]
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integration and digital wa[y] of workforce every
professional needs to be abreast with the languages
[o]f other nation. On the other hand, the educator
respondents emphasized the need for their career
growth as Respondent 104 also added that it is
[N]eeded in my pr[o]fessional growth as a teacher
while other pointed out the need for the teaching
deliverables inside and outside the classroom setting
wherein Respondent 126 added that I want to learn
these languages because I want to use these in teaching
topics that are related to it which is also related to
Respondent 134 who stated that I really want to
explore new things especially this foreign language
because I'm a language teacher. It is also good because
I'm having my tutorial sessions and sometimes I have
foreign students. With that matter, I could talk to them
freely if I have knowledge about those languages.
These statements implied that they value the FL in
their current engagement as educators as they find it
helpful in smoothly carrying out teaching tasks and
eventually a mechanism for further exploration and
career advancement with all the FL skills they have
learned. It is also important to note that their
motivational orientation in terms of career indicates
the strong will to achieve the skills for promising
economic benefits. Likewise, the motivational
orientation in foreign language learning in the case of
Filipino Foreign Language learners revealed that
Filipino FL learners are highly motivated to learn FL
because of economic and career opportunities,
indicating that they want to learn FL for pragmatic
advantages such as getting a better job and even
employment abroad (Gonzales, 2010). This implies
that learning other language would give you equal
opportunities in career diversity in this globalized
context of career growth and development. To sum up,
the strong motivational orientation of the respondents
triggered them in learning the foreign language which
is parallel to the study on motivational orientation in
foreign language learning in the case of Filipino
Foreign Language learners found out that Filipino FL
learners are highly motivated to learn FL because of
economic and career opportunities, indicating that they
want to learn FL for pragmatic advantages such as
getting a better job and even employment abroad
(Gonzales, 2010).
The need to learn foreign languages for future plans
also emerged from the narratives of the respondents
which emphasized travel purpose wherein Respondent
41 stated that he has future plan of visiting Korea,
Japan, Thailand and Indonesia while Respondent 71
added that I will be able to use foreign language for
my future plans on moving out of the country. The
need also indicated plans on studying abroad as
Sto.Domingo & Luna
Respondent 17 said that the identified languages might
be useful in the future if opportunity was given to
study or a scholarship was granted abroad while plans
on career progression came from Respondent 128 who
said that foreign language can be an added asset in my
future plans, especially travelling abroad and pursuing
a higher level of career or just simply for vacation
purpose wherein Respondent 22 said that I'm
interested in learning foreign language because I may
be use it in the near future for vacation or studying
which is the same with Respondent 26 who said that
for future plans, might go abroad for work, vacation.
The responses showed the strong relationship of future
plans to career, study, and travel plans which is
complementary to mobility given the benefits of
having knowledge of the language as they interact to
people within the international contexts.
The above statement is similar to the motivation for
learning Japanese as a foreign language of students in
Midwestern United States which revealed that they are
interested in learning the language because they want
their future projects with Japanese involvement and
one mentioned to be involved in Japanese game
studious in the future (Osumi, 2019). Additionally, a
study in three universities in New Zealand about the
motivational factors and persistence in learning
Japanese as a foreign language revealed that the
students find Japanese as beneficial in the future which
proved that future goal in language learning seems to
be so powerful for students to continue studying the
language (Matsumoto & Obana, 2021). This is also
similar to the extract from exploring the dynamics of
motivation for learning Japanese among Chinese
learners as an elicited metaphor analysis wherein the
respondents posit the instrumental value of the
language in their future (Huang & Feng, 2019). To
summarize, the quest for learning foreign language of
the respondents relative to career is strongly tied up to
the motive of being a greater multilingual learner in
this globalized world as a requisite to their belief that it
is beneficial for their future plans towards an enhanced
practical sociocultural experience.
Based from the narratives of the respondents, the need
of foreign language for related business was mainly
due to the dominance of products as Respondent 49
said that Mandarin, Korean, Nippongo, Arabic, Bahasa
Indonesia, Thai are the [foreign] languages that I am
interested the most due to: they are the common
foreign country whom I think give the highest
influence in Philippines in terms of business, tourism,
technology and social media. He added that There are
lots products, company and investor that came from
those countries while Respondent 85 also said that it is
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useful for business and Respondent 112 pointed out
that Business per se it is very important to know basic
language of other countries to win their heart and
approval for our business proposal as they perceived
the value in relation to the influence of the countries
where these foreign languages belong to and the
economic importance of knowing the language to
close a business deal with clients. With the above
statements, the importance of foreign languages in
education process at universities proves that the
demand for proper communication and foreign
languages skills increases in the labor market
(Vareckova & Pavelkova, 2018). Seemingly related,
the study about Chinese language teaching in the UK
as to its present and future revealed that the most
common and popular mix of joint honor is Chinese
plus business studies, as languages are increasingly
perceived as an effective mechanism to advance
business interests. Some universities even place their
language department in their business school and it
estimated that there are a few hundred students on
such programmes (Zhang & Li, 2010). Another
important claim is from the comprehensive report
about the English and other languages in the economy
of Guam and the Northern Mariana Islands
emphasized the Chinese language for business.
Chinese is another important language for tourism and
for business in general. There are direct scheduled
flights to Guam or to Saipan from Beijing, Hong
Kong, Shanghai, Guangzhou and Taipei which brought
various business activities to the island that goes along
with the boost of tourism (Alvarez-Piñer, 2018).
Aside from Chinese, Korean language also got the
interest of the respondents. The increasing Korean
language learner mentioned in the paper about Hallyu,
Hype, and the Humanities on the impact of the Korean
Wave on Korean studies revealed that the students
reasoned that their primary motivation expressed their
interest in a course as being driven by popular culture
and have also chosen Korean based on the possibility
of using it for business purposes (e.g. be understood in
a local coffee shop or sell Korean merchandise)
(Maliangkay, 2012). On the other hand, in the paper
about the English and other languages in the economy
of Guam and the Northern Mariana Islands, Korean is
of some importance given the number of South Korean
tourists visiting the islands given the direct scheduled
flights to Guam and to Saipan from Seoul and Busan.
The business transaction is expanded through Korean
cars, such as Kia and Hyundai that are also sold on the
islands (Alvarez-Piñer, 2018).Going back to the
importance of FL in the field of business, foreign
language use among decision-makers of successfully
internationalized SMEs found a close correlation
Sto.Domingo & Luna
between valuing foreign language use and sustained
success in international trade. Successful companies
value connections and market intelligence and these
are best cultivated and exploited by use of the
language of the client and market. There is also a
discovered complex appreciation of foreign language
use by successful companies. Good managers
appreciate occasions on which they individually, or a
member of their personnel, will profitably exhibit the
ability to speak or write the foreign language (Knowles
et al., 2006). There are different factors that influence
the language used in economic processes, that is, the
languages spoken by customers in sales markets, the
language of production factors mainly the workforce
but also technology, the language contents of goods
and services produced, and the language of business
owners (Grin et al., 2010).To sum up, the knowledge
of a second language is widely believed to be essential
for workers to succeed in an increasing ly
interconnected business world (Angel et al., 2016)
because foreign languages and their usage is a part of
common labor market requirements when applying for
job after the university study. As research further
proved, successful companies value connections and
market intelligence and these are best cultivated and
exploited by use of the language of the client and
market (Knowles et al., 2006).
Garnering no significant difference among the
variables of the study, the result is suggestive for
further inquiry as to the density of the variables and
other factors. This is similar to the study on the effects
of faculty motivation in distributive education
environments at institutions of higher education where
no significance was found. This can be attributed to
lack of power due to a small data pool. However, this
does not mean that the study is not significant. It does
mean that further research with a larger data pool must
be conducted in order to verify significance (Mitchell,
1999). For example, a comparative study of Spanish
adult students’ attitudes to ICT in classroom, blended
and distance language learning modes revealed no
significant differences on the learning modes but
acknowledged the role of ICT in teaching and learning
(Arrosagaray et al., 2019).
In this light, the best that can be done is to try
constructing researches with salient variables and
known gaps that address both sides of the efficiency
question (Ramage, 2002).As described in various
reviews, a good foreign language teacher is expected
to possess knowledge in the target language and
culture as well as knowledge in educational science
(pedagogy, psychology), which enables him/her to
manage the class well, to motivate, present, and
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explain the material in the most comprehensible way
(Brosh, 1996; Vadillo, 1999; Sakurai, 2012; Drakulic,
2013). This is also similar to Shanahan (1997) on his
study about articulating the relationship between
language, literature, and culture toward a new agenda
for foreign language teaching and research which
pointed out the importance of communicative
competence and exposure to culture and literature. He
further argued that there are affective features of
language itself that trigger language learning and
communication.
Interestingly, the content of teaching complements to
the distinctive characteristic of foreign language
teacher which the respondents repeatedly pointed out
that teaching means much more than just teaching the
language but it involves teaching the culture behind
the language and knowledge related to all aspects of
life (Borg, 2009). Similar to this, the study about
effective Foreign Language Teaching and perceptions
of prospective English Language Teachers pointed out
that an effective FL teacher should have a good
command of the target culture (Demiroz & Yesilyurt,
2015). It was concluded that while the teachers’ own
level of proficiency had some influence, experience in
the target culture seemed to be more influential both
on teachers’ attitudes to proficiency as a goal and their
reported use of the target language (Crawford, 2004).
Since language is closely interwoven with every aspect
of culture, experience culture through language use
approach is possible, when the teachers involved are
well informed and alert to cultural differences and
thus, their students absorb the meaning in many small
ways (Qu, 2010).
For the strategies, CLT is anchored to the goal of
communicative competence which helps the students
to be understood and express themselves in foreign
language. This is also to raise their interest in language
and culture for a deepening in ter national
understanding. It is also crucial in developing a
teaching program where learners are active
participants in the interpretation, expression and
negotiation of meaning (Savignon, 1997). To simply
put it, CLT is a meaning-based, learner-centered
approach to L2 teaching where fluency is given
priority over accuracy and the emphasis is on the
comprehension and production of messages (Spada,
2007). Its goal is to make use of real-life situations that
necessitate communication (Brandl, 2008). One main
principle of CLT is that the inputs need to be rich that
requires realistic samples of discourse surrounding the
native speaker and non-native speaker that
complements to the real-life situations and demands.
Hiep (2007) discussed his strong support to CLT in
Sto.Domingo & Luna
practice stating that CLT extensively sets the goal of
language learning to be the teaching of learners to be
able to use the language effectively for their real
communicative needs, rather than simply providing
learners with the knowledge about the grammar
system of that language making this goal consistent
with the long-term goal, if not the immediate goal of
language instruction in many contexts of the world.
One example of CLT context is in China wherein the
dissatisfaction on the traditional grammar-translation
method which result to unsatisfactory results triggered
the use of CLT to communicate effective in the
classroom (Ng & Tang, 1997; Yu, 2001). Another
situation in implementing CLT is about the 70
Taiwanese undergraduates in the study on
communicative language teaching and English as a
foreign language undergraduates’ communicative
competence in Tourism English revealed that the
respondents overall agreed that Communicative
Language Teaching (CLT) largely impacted to their
learning experience in Tourism English. Through the
learner-centered approach with rich interactions and
communication opportunities in class, their confidence
in performing Tourism English has greatly increased
(Ho, 2020). In the Philippine context, DepEd imposed
the CLT in the English teaching curriculum to promote
functional literacy in language teaching, although the
traditional teaching method still dominates in the
country’s ESL practices. The study on ESL teachers'
attitudes and competence on communicative language
teaching (CLT) Methodology revealed that they have
positive attitude towards CLT and the challenge of this
approach are the opportunities to get CLT training and
lack of effective tool in assessing communicative
competence (Banagbanag, 2020). Further, the CLT use
in the Philippines has become a hybrid approach of the
teachers in teaching of grammar and communication
arts and skills-related exercises because of the diverse
learners with multifaceted needs. In the study about
Communicative Language Teaching (CLT) strategies
in daily lesson plans of oral communication teachers
and their alignment to standards in curriculum guide,
results revealed that the strategies used as
classified through content analysis, and according
to type and frequency included task-completion
activity, opinion-sharing activity, mechanical
practice activity, information-transfer activity,
reasoning-gap activity, information-gap activity,
communicative activity, information-gathering
activity, fluency activity, accuracy activity,
meaningful practice activity, and others. A number of
strategies matched the CLT principles and features
(Bargo & Go, 2021).In addition, the CLT paradigm
contributed to the shift in second language education
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with eight significant changes such as learner Canning-Wilson (2000) claims that the use of
autonomy, the social nature of learning, curricular illustrations, visuals, pictures, perceptions, mental
integration, focus on meaning, diversity, thinking images, figures, impressions, likenesses, cartoons,
skills, alternative assessment, and teachers as co- charts, graphs, colors, replicas, reproductions, or
learners (Jacobs & Farrell, 2003). Eventually, CLT anything else used to help one see an instant meaning
significantly reconciles many different approaches and
in the language may benefit the learner by helping to
points of view about language learning and teaching,
clarify the message, provided the visual works in a
which concede to meet a wide range of proficiency-
oriented goals and also to accommodate different positive way to enrich the language goal. It was
learner needs, goals and preferences (Brandl, 2008). It concluded that video tasks should be multifaceted to
makes the language strongly relevant to the world fully utilize all information and elements contained in
rather than the classroom which could eventually help the aural and visual texts (Canning-Wilson & Wallace,
the students learn the language skills rapidly 2000). White et al. (2000) acknowledged the multiple
(Thamarana, 2015). instructional advantages of video against printed
materials, such as rich visual support, audio
Generally, CLT is not the best approach in language component, enhanced contextualization, and better
teaching because it needs to be explored according to control over the medium (slow motion play or even
different context of learners and its goals but there is
record student voice). The regular use of video
no single best method for the goals and needs of the
materials in foreign language classes allows us to teach
program because all of these approaches have blind
spots. However, having a sense of direction towards a foreign language to individuals of different age
the language teaching strategies would eventually groups; to introduce an intercultural element into a
result to a successful application of these language foreign language teaching and to make learning a
teaching strategies. It is a well-known fact that the use foreign language as emotional and expressive as
of audio-visual materials is a great advantage in possible (Ashrapov, 2022).
stimulating and facilitating the learning of a foreign
language (Cakir, 2006). Video is at best defined as the As pedagogical resources, videos have been
selection and sequence of messages in an audiovisual successfully used to offer multiple sources of
context. It is a form of communication and it can be information in traditional, online, and hybrid
achieved without the aid of language, since we often classrooms (Schmerbeck & Lucht, 2017). This means
interact by gesture, eye contact and facial expression that one of the most obvious requirements in teaching
as we transmit a message. Video presents visual a foreign language is that the student gets to hear the
stimuli such as the environment which lead to and language – whether from the teacher, from multimedia
generate prediction, speculation and a chance to
resources (the internet, TV, DVDs, video and audio
activate schema when viewing a recreated visual scene
recordings, radio), from other students, or from any
(Canning-Wilson & Wallace, 2000). In the study about
the use of video as an audio-visual material in foreign
other source – and furthermore be exposed to a rich
language teaching classroom, the author offered some source of authentic language discourse as possible
practical techniques for video implication such as (Brandl, 2008).For the modalities, the acceptance of
active viewing, freeze framing and prediction, silent blended learning in the Philippines becomes stronger
viewing, sound on vision off activity, repetition and when the pandemic hit the country with rising cases
role play, reproduction activity, dubbing, and follow every day in 2020 and as the world slowly recovers
up activity to maintain the educational purpose of from the pandemic, the traditional classroom now is
using video in the classroom (Cakir, 2006).On the blended with digital platforms while many students
practical aspects of using video in the foreign language still prefer the face-to-face classes, Philippine
classroom, a recent large-scale survey suggests that the education sector implements the blended learning
students enjoy learning language through the use of approach in this post pandemic era. In the study about
videos. One of the results shows that learners prefer
face-to-face vs on-line: an analysis of profile, learning,
action/entertainment films to language films or
performance and satisfaction among post graduate
documentaries in the classroom. Additionally,
although these films may seem to hold student interest, students, it revealed that the face-to-face students
it could be concluded that student comprehension of reported higher satisfaction and a more positive
the video may be due to the visual clues instead of the perception of teaching methodologies utilized than
auditory components (Canning-Wilson, 2000; their on-line counterparts (Ortega-Maldonado et al.,
Canning-Wilson & Wallace, 2000). Moreover, 2017).

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Conclusion
This study assessed the foreign language need of the
MSC graduate students in terms of interest, career,
future plans, and related business. The results revealed
that a lot of graduate students in MSC are young and
mostly female who are educators and affiliated with
the Department of Education. Based from the findings
for the FL needs of the respondents, the graduate
students prefer other Asian Languages such as Korean
and Chinese as options for other Foreign Language
course aside from the Nihonggo and Spanish that were
previously offered in MSC. Additionally, they also
prefer language teachers who are knowledgeable about
the culture and literature of the target language. The
Communicative Language Teaching (CLT) approach
is the preferred strategy in FL teaching through face-
to-face and blended learning modalities. Further, some
of the graduate respondents also revealed their
disinterest to the current FL course being offered in the
college. Based from the preference and narratives of
the respondents, it is therefore concluded that an
assessment of FL need is an integral part of assessing
the overall needs of the graduate students of MSC for a
better higher education services delivery.Needless to
say, the major programs of the college for graduate
studies is currently dedicated to education sector,
which points to the bulk of responses from those who
are affiliated with the Department of Education which
underscores now the importance of catering excellent
and quality teaching materials, human resource and
pedagogies that are eventually transferred and
reflected to their students who are in the basic
education program. Therefore, from the result of the
assessment on FL need, a curriculum enhancement
proposal is an important reference material for the
administration as basis in offering the FL course in the
college.
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