Motivation, Self-Directed Learning, and Academic Performance among Language Learners
Journal Title: Psychology and Education: A Multidisciplinary Journal - Year 2024, Vol 29, Issue 10
Abstract
This quantitative study explored the participants' level of language learning motivation, attitude, self-efficacy, and self-directed learning toward academic performance in English subjects. This descriptive-correlational research design utilized survey questionnaires to gather the data. Through Systematic Random Sampling using Slovin's formula participants in this study consisted of 143 Grade 10 language learners at Bukidnon National High School, Division of Malaybalay City. The findings revealed that the learners have a high level of English Language Learning Motivation for both intrinsic and extrinsic components and a moderately positive attitude toward language learning. Individuals demonstrate a commendable level of self-confidence in acquiring language skills, possess a moderate level of proficiency in self-directed learning that encompasses the three key components, and exhibit exceptional academic achievements. A notable correlation was observed between the academic performance of the learners and their self-efficacy, self-directed learning in terms of ability, and engagement in external learning activities. Moreover, the variables that can predict learners' academic performance are their proficiency in self-directed English learning and their self-efficacy. The implications may result in developing training plans, seminars, and workshops to meet the needs of English language learners at Bukidnon National High School, Malaybalay City Division. Additional research on the subject can be done with many more participants.
Authors and Affiliations
Evangeline Lambo
Keywords
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- EP ID EP765466
- DOI 10.5281/zenodo.14577459
- Views 22
- Downloads 0
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