English language learning motivation and self-identity changes of Filipino English majors in Philippine universities

• Main Author: Giovanna Villarama Fontanilla
• Format: Article
• Language: English
• Published: Department of English, Faculty of Arts and Letters, University of Santo Tomas 2016-12-01
• Series: Asian Journal of English Language Studies (AJELS)
• Subjects: motivation; english language learning motivation; instrumental motivation; integrative motivation; self-identity changes
• Online Access: https://ajels.ust.edu.ph/wp-content/uploads/2018/09/1-English-language-learning-motivation-and-self-identity-changes.pdf

Motivation plays a crucial role in the teaching and learning of the English language. This paper aims to determine the types of English language learning motivation and self-identity changes of Filipino English majors from three declared Centers of Excellence for teacher education in Manila, the Philippines. The mixed methods research approach was used for the study. The interview technique was utilized with guide questions on motivation types and self-identity changes, and a questionnaire on the same topics composed of 58 items was likewise distributed to student respondents. To further validate the responses of the English majors, the perceptions of their teachers toward their responses were generated through a questionnaire and answers to guide questions. The mean rating and canonical correlations showed that both teachers and English majors agreed that there is no dichotomy in the types of English language learning motivation, and that such motivation is both instrumental and integrative. The English majors had a slightly higher mean rating than their teachers’ perception as to their positive attitude toward the English language. The findings also showed that the student respondents and their English language teachers agreed on the level of ratings for each of the self-identity changes experienced by the English majors. Self-confidence topped the list under the self-identity changes, followed by productive change. Split change, on the other hand, occupied the lowest in the scale. This study encourages intellectual exchanges on both linguistic and nonlinguistic outcomes in the teaching of the English language. Linguistic outcomes, which seem to be more of the cognitive level, relate to language proficiency such as vocabulary and grammar, while nonlinguistic outcomes, which appear to be on the affective domain, pertain to attitudes and values. The study also initiates further discussion on English language learning motivation and the corresponding self-identity changes among students, with emphasis on the educational context.