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

Richard DLC. Gonzales, PhD

University of Santo Tomas Graduate School/
Development Strategists International Consulting, Inc.
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Motivation: Definitions and
Redefinitions
  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 :
  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
 FilipinoForeign Language Learning Motivation
Questionnaire (FFLLM-Q) developed by
Gonzales (2001; 2006):
  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 (1= strongly disagree
to 5 = strongly agree
Presented by Richard DLC Gonzales, PhD, NCEME2010
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Methods: Instrument 2

 Respondent’s Information:
 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
  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
 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
  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
  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
  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