Attitude and Motivation towards a Working Language: Case of East Timorese Students in the Philippines

Quinto, Edward Jay Mansarate

doi:10.17576/3l-2015-2101-01

Cited by 7 publications

(5 citation statements)

References 18 publications

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“…In this study, the researchers queried on the impact of language learning anxiety on writing and speaking performance in the context of engineering students as learners of L2 English. Language learning research in similar contexts (Borlongan & Quinto 2015, Khunnawut 2011, Min & Rahmat 2014, Quinto 2015, Quinto & Castillo 2016 have led to interesting insights, given that this group of learners generally would 'attend more to technical subjects, and less to non-technical courses' (Macayan & Quinto 2015, p. 68), such as Academic English.…”

Section: Introductionmentioning

confidence: 99%

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

Macayan

Quinto

Otsuka

et al. 2018

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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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Section: Introductionmentioning

confidence: 99%

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

Macayan

Quinto

Otsuka

et al. 2018

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“…The affective attitudes include having positive emotions, confidence, and a sense of enjoyment. Positive emotions, as revealed in the study of Quinto (2015) include being happy, excited, comfortable, and proud. Statements such as: the respondents prefer studying in their mother tongue rather than any other language and they really have little interest in their English class have a verbal interpretation of Disagree.…”

Section: Statements Meanmentioning

confidence: 97%

“…Burgos and Perez (2015) stated that teachers should act as agents to motivate their students and that they should stress that personal development could encourage students to improve their English. Furthermore, this is a challenge to teachers of English, to respond to the specific needs of students (Quinto, 2015).…”

Section: Recommendationsmentioning

confidence: 99%

The Asian Conference on Education 2020: Official Conference Proceedings

2021

ACE Official Conference Proceedings

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“…For one, most Korean students strive to learn, and even spend time and money to learn English (Adid, 2008;Choe, 2016). The economic and social benefits of English are recurring themes in studies that involved study abroad students (Borlongan & Quinto, 2015;Quinto, 2015;Quinto & Castillo, 2016). In real-life situations, however, many Koreans exhibit unwilling-to-communicate tendencies (Edwards, 2006).…”

Section: Introductionmentioning

confidence: 99%

(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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Attitude and Motivation towards a Working Language: Case of East Timorese Students in the Philippines

Abstract: This study explores the attitude and motivation of ten East Timorese students in the Philippines

Cited by 7 publications

References 18 publications

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

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

The Asian Conference on Education 2020: Official Conference Proceedings

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

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