Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Macayan, Jonathan V.; Quinto, Edward Jay Mansarate; Otsuka, Julius C.; Cueto, Allyzsa Bernadette S.

doi:10.17576/gema-2018-1801-04

Cited by 9 publications

(5 citation statements)

References 19 publications

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“…Thus, across these studies, recurring factors found to cotribute to WTC include language anxiety (Grant, 2018;Hashimoto, 2002;Liu & Jackson, 2008;Yashima et al, 2004), which has long been identified as a critical factor in language performance contexts (Macayan & Quinto, 2015;Macayan, Quinto, Otsuka & Cueto, 2018b;Quinto & Macayan, 2019). Motivation constructs also recurred as a WTC factor in these studies (Grant, 2018;Peng, 2012;Zhong, 2013), which supports what the literature on language motivation points to as the essential role of goal orientation on language learning and use (Macayan, Quinto, Otsuka & Cueto, 2018a).…”

Section: Literature Reviewsupporting

confidence: 83%

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Quinto

Ofalia

Bae

et al. 2019

JKMJC

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Internationalization has prompted schools to send out students in study-abroad programs. Many inbound international students come to the Philippines often to learn the English language at lower tuition costs, lower costs of living, and well-trained teachers. Among Koreans, many feel strongly motivated to learn English, yet many remain unwilling to communicate in real-life situations. The researchers explore the notion of (un)willingness to communicate among ten Korean EFL learners in study abroad programs in Manila. Findings from an indepth focus group discussion support previous studies within the Korean social context, in that the participants generally exhibit unwilling-tocommunicate tendencies. Three themes that explain this phenomenon were identified: communicative situation's level of formality, learners' intercultural sensitivity, and their subject matter anxiety. Both level of formality and subject matter anxiety support willingness to communicate (WTC) as a situationally-dependent construct. However, intercultural sensitivity seemed to be a mixture of intercultural complex (IC) and L1 audience sensitivity (L1AS) previously found among learners within the Korean school system. It could then be that, as a factor of WTC in a study abroad context, intercultural sensitivity involves a knowledge of 'Non-Korean world', i.e., the Filipino language learning context, and an intense awareness of the inequalities perceived between Koreans and their Non-Korean audience. Results may assist communication coaches, international programs staff, and language teachers in minimizing the 'generalized baggage' that Korean learners carry around and bring with them when communicating in a foreign language.

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Section: Literature Reviewsupporting

confidence: 83%

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Quinto

Ofalia

Bae

et al. 2019

JKMJC

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“…In this study, the researchers used Creswell's (2014) mixed methods, explanatory sequential design, where 'initial quantitative data results are explained further with the qualitative data' (p. 44). It is one of two sequential research designs, which are becoming increasing useful in applied linguistics research (Macayan, Quinto, Otsuka & Cueto 2018, Quinto, 2018. According to Creswell (2014), this explanatory sequential design typically appeals to individuals with a strong quantitative background.…”

Section: Methodsmentioning

confidence: 99%

“…The purpose is 'to understand data at a more detailed level by using qualitative follow-up data to help explain a quantitative database, such as a survey ' (O'Cathain, Murphy & Nicholl 2007in Creswell 2014. Overall, the method is akin to an earlier study, where procedures were discussed in greater detail (Macayan et al 2018). Nonetheless, the design used in each specific phase, participants and sampling, data gathering tools and procedures, and data analyses are discussed in the succeeding sections.…”

Section: Methodsmentioning

confidence: 99%

Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students

Macayan

Quinto

Otsuka

et al. 2018

Self Cite

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Feelings of anxiety, apprehension, and nervousness remain a prevailing phenomenon in learning a second or a foreign language. This explanatory sequential research examined the influence of language learning anxiety on students' second language (henceforth L2) writing and speaking performance. A total of 162 students in an engineering University in Manila, the Philippines participated in the initial quantitative phase, in which they accomplished a self-developed scale adapted from Horwitz, Horwitz and Cope's (1986) Foreign Language Classroom Anxiety Scale (FLCAS) to fit the context of the present investigation. Speaking and writing scores from an institutional English language test were also used as measures for the outcome variables. The analyses of variance yielded significant results for both anxiety on speaking [F(2,162)=43.35; p=0.00; η p 2 =0.35] and anxiety on writing [F(2,162)=10.73; p=0.00; η p 2 =0.12]. The findings on the influence of language learning anxiety on speaking corroborate previous studies that found high levels of anxiety to have debilitative impact on L2 speaking. Interestingly, however, the influence of anxiety on writing reflects the less frequent facilitative impact of anxiety on language abilities found in a very small number of studies in the literature. Therefore, in the consequent, qualitative phase, the researchers conducted semi-structured interviews among nine, purposefully selected respondents and focused on the factors explaining the dissimilar influence of anxiety on L2 speaking and writing. Results exposed the double-edged nature of anxiety within the study's context. On one hand, social comparison-instigated anxiety debilitated speaking task performance. On the other, grade anxiety facilitated constant correction, which aided the engineering students in writing task performance. Besides implication for research, the pedagogical implications of the results in relation to teaching engineering students as learners of English are provided.

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“…For example, Khajavy et al (2016) revealed that the classroom environment directly affected Iranian students' motivation and confidence during participating in speaking activities. Similarly, Batiha et al (2018) in Jordanian context and Macayan et al (2018) in Filipino context discovered that a social aspect had an inhibiting effect on students' engagement in speaking, whereby students attributed their speaking anxiety to the fear of being critised by their classmates and their attitudes towards the teacher. On the other hand, the facilitating role of the social component was reflected in Chew et al (2018) and Uztosun (2018) et al, where collaborative learning was found to foster students' engagement in communication activities among Taiwanese and Turkish students, respectively.…”

Section: Literature Reviewmentioning

confidence: 99%

Understanding English Speaking Practice in Public Schools in Kazakhstan: A Case Study in Almaty

Tuspekova

Mustaffa

Ismail

2020

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Teaching and learning of English as a spoken language in English as a Foreign Language (EFL) still remains a major concern in Asian context as evident from recent studies. The situation is similar in Central Asian classrooms where it received little attention. Specifically, this study investigates a classroom in a local public school in Kazakhstan through the lens of a teacher and the students during speaking activities. A case study qualitative approach was employed using interviews, classroom observations, and document analysis as data collection methods. In total, 21 individual interviews and 30 hours of classroom observations were conducted and recorded. Analyses and interpretations of data show that firstly the speaking activities lack in negotiation of meaning as they are predominantly aimed at predetermined monological performance-based speech. Secondly, out-of-school learning was prevalent among the majority of students at private learning centres. Also, selflearning at home was practiced by male students via interacting with foreign players in online video games and by female students via watching English movies. Thirdly, classroom interactions were accountable in facilitating and inhibiting the practice of speaking. Finally, there was a mismatch between the perceptions of the teacher and the students on the challenges of the speaking practice. The teacher indicated insufficient teaching hours and students' limited background knowledge, while the students emphasised the teacher's unwillingness to use English as a language of instruction and to practice impromptu speech in class. In summary, the findings highlight some of the apprehensions faced by the teacher and the students which reveals the current English speaking practice in Kazakhstani classroom.

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Are Filipino Students’ L2 Learning Goals Performance- or Mastery-oriented? An Explanatory Sequential Analysis

Cited by 9 publications

References 19 publications

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

(Un)Willingness to Communicate in English among Korean Study Abroad Students in the Philippines

Influence of Language Learning Anxiety on L2 Speaking and Writing of Filipino Engineering Students

Understanding English Speaking Practice in Public Schools in Kazakhstan: A Case Study in Almaty

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