Exploring the Impact of Motivation on Language Learning and Student Engagement

Abstract

Numerous studies have linked language learning problems to student motivation and engagement. This study examines the interceding effect of Motivation to Learn on students' Speaking, Reading, Listening, and Writing difficulties and their Affective, Cognitive, and Behavioral Engagement. The tools used for data collection were Adapted Standardized Questionnaires implemented through an e-Survey using Google Forms. This study utilized a descriptive-correlational design with 359 Grade 11 and 12 students enrolled in the 2nd Semester, 2021–2022 at 3 private institutions in Davao City, selected through Stratified Sampling. Mean, Pearson r, Regression Analysis and Path Analysis were employed as the data analysis tool. The study revealed that (1) Students sometimes experience language learning problems (x̄=2.40, SD=0.53) (2) Students sometimes experience positive events inside the campus (x̄=3.41, SD=0.81) (3) Students are sometimes motivated to carry on learning the English Language (x̄=3.11, SD=0.92). Furthermore, it was found that Language Learning Problems and Student Engagement are positively and significantly correlated (r=0.135, p=0.010), Language Learning Problems and Motivation to Learn is negatively and insignificantly correlated (r=-0.060, p=0.255), and Motivation to Learn and Student Engagement is positively and significantly correlated (r=0.579, p=<0.001). The study also revealed that Motivation to Learn has partially interceded the relationship between Language Learning Problems and Student Engagement (β=.26, p=<.005).