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Motivational Orientation in FL Learning: The Case of Filipino FL Learners

Orientation in FL Learning: The Case of Filipino FL Learners Richard DLC. Gonzales, PhD University of
Orientation in FL Learning: The Case of Filipino FL Learners Richard DLC. Gonzales, PhD University of
Orientation in FL Learning: The Case of Filipino FL Learners Richard DLC. Gonzales, PhD University of
Orientation in FL Learning: The Case of Filipino FL Learners Richard DLC. Gonzales, PhD University of

Richard DLC. Gonzales, PhD

University of Santo Tomas Graduate School/ Development Strategists International Consulting, Inc.

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Motivation: Definitions and

Redefinitions

+ Motivation: Definitions and Redefinitions    Integrative vs. Instrumental orientation (Gardner & Lambert,

Integrative vs. Instrumental orientation (Gardner & Lambert, 1959, 1972; Gardner, 1985, 1998, 2000; Gardner & Tremblay, 1994)

Intrinsic – Extrinsic motivation (Deci & Ryan, 1985)

Course-specific, group-specific, and teacher-specific (Dornyei, 1994, 1998, 2003, 2007, 2008; Cheng & Dornyei, 2007; Gilloteux & Dornyei, 2008)

Classroom-based (Julkenen (1989; Crookes & Schmidt, 1994, Oxford & Sherin, 1994; Leaver, 2003; Jacques, 2001)

Self-Efficacy (Bandura, 1997; Csikzenmihalvi, 1991,Walqui, 2000)

External rewards (Pintrinch & Schunk, 1996)

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Methods: Participants

150 Participants :

+ Methods: Participants    150 Participants :    Sex: 53% females, 46% males; 

Sex: 53% females, 46% males; Aged between 17 to 20 years ld Language learned: 17.3% Chinese; 33.3% Japanese; 26.7% French; and 22.7% Spanish Have studied at least 1 term Majority (78%) studied FL as a major subject

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Methods: Instrument 1

Filipino Foreign Language Learning Motivation Questionnaire (FFLLM-Q) developed by Gonzales (2001; 2006):

Questionnaire (FFLLM-Q) developed by Gonzales (2001; 2006):    Factor 1: Desire for career and economic

Factor 1: Desire for career and economic enhancement Factor 2: Desire to become global citizens/ cultural understanding Factor 3: Desire to communicate and affiliate with foreigners Factor 4: Desire for self-satisfaction in learning Factor 5: Self-efficacy Factor 6: Desire for cultural integration

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Methods: Instrument 1

Filipino Foreign Language Learning Motivation Questionnaire (FFLLM-Q) developed by Gonzales (2001; 2006):

Factor Analysis using Principal Component Analysis Alpha Coefficient= 0.98 Variance Explained = 62%

50 Item Likert-type Scale to 5 = strongly agree

(1= strongly disagree

Presented by Richard DLC Gonzales, PhD, NCEME2010

50 Item Likert-type Scale to 5 = strongly agree (1= strongly disagree Presented by Richard DLC

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Methods: Instrument 2

Respondent’s Information:

+ Methods: Instrument 2    Respondent’s Information:    Age – 4 categories   

Age – 4 categories Sex – Male vs female Length of terms (semester/trimester) of FL learning Nature of FL class – Major, minor, elective/ regular FL being learned – Chinese, French, Japanese, Spanish

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Methods: Procedures and Data

Analysis

+ Methods: Procedures and Data Analysis    FFLLM-Q was administered to students who were enrolled

FFLLM-Q was administered to students who were enrolled in FL classes during the school year 2000-2001 and 2001-2002.

FL teachers administered the questionnaire

Responses were encode using Excel

Data analysis using SPSSS: descriptive statistics, t-test, ANOVA

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Results: Learners’ FL Motivational Orientation

+ Results: Learners’ FL Motivational Orientation    Filipino learners are primarily instrumentality oriented. 

Filipino learners are primarily instrumentality oriented.

Primary motivational orientations:

Factor 1: Career and economic enhancement (M = 4.12; SD =.55) Factor 3: Desire to communicate and affiliate with foreigners (M = 3.99; SD = .56) Factor 2: Desire for cultural understanding (M = 3.89; SD = .50)

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Differentiation of Motivational

Orientations

+ Differentiation of Motivational Orientations    Males and females differ in communicative and affiliative

Males and females differ in communicative and affiliative orientations; self-efficacy

Younger learners are more motivated toward cultural understanding.

Older learners are more motivated towards cultural integration

Youngest and oldest groups are more motivated towards self- satisfaction in learning

Those who are taking FL as a major subject is the most motivated towards self-satisfaction in learning

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Differentiation of Motivational

Orientations

+ Differentiation of Motivational Orientations    Japanese learners are more into career and economic enhancement

Japanese learners are more into career and economic enhancement

Chinese learners are into cultural understanding

Chinese and Spanish learners are more motivated towards communicative and affiliation with foreigners

Spanish learners are the most inclined to FLL for self-satisfaction in learning

French learners are the most motivated towards cultural integration

Presented by Richard DLC Gonzales, PhD, NCEME2010

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Implications to FL Learning and

Instruction

+ Implications to FL Learning and Instruction    Definitely motivational orientation of FL learners is

Definitely motivational orientation of FL learners is influenced by mixture of individual and course-specific factors.

Therefore, it is necessary for teacher to ensure that they have accurate information about their students.

Use available tools to get information about students.

Focus on assessment AS learning and assessment FOR learning, rather than assessment OF learning

Strategies used in FL classroom consider how the students will use the FL in the future.

Enhance learning process by reinforcing their motivational orientation and developing more positive attitude towards the language community through integration of appreciate of culture.

Presented by Richard DLC Gonzales, PhD, NCEME2010