Differences in Motivational Orientation in Foreign Language Learning Context: Findings from Filipino Foreign Language Learners

Abstract

The primary purpose of this study is to find out the degree of which motivational orientation differentiates learners in a foreign language (FL) learning context, particularly in the Philippines. The secondary purpose of this study is to determine differences in the motivational orientation of Filipino FL learners using the Foreign Language Learning Motivation Questionnaire and to investigate variables such as age group, gender, FL being learned and length of study of FL could influence differentiation in the motivational orientation of FL learning among Filipino students. Accordingly, it was hypothesized that the variables included in this study could differentiate motivational orientation of FL learners. The participants of this study included 150 students who had elected to study FL from three major universities in Metro Manila. Eighty of the participants are females (53.3%), while 70 are males (46.7%). The data were cross- sectional in nature with 26 learning Chinese (17.3%), 40 learning French (26.7%), 50 learning Japanese (33.3%) and 34 learning Spanish (22.7%). Results revealed motivational differences between younger and older FL learners, between male and female learners, and among learners of different FL. Younger learners were found to be more motivated towards cultural understanding, cultural integration and self-satisfaction. Females are more motivationally oriented than males in communication and affiliation and self-efficacy. Japanese language learners are more motivationally oriented toward career and economic enhancement, French language learners towards affiliation with foreigners, and Spanish language learners towards self-efficacy. The study recommends some instructional and pedagogical strategies for teaching language subjects.