Tessie C. Mangada
Abstract: This study determined the motivation and demotivation of college freshman students in the University of Eastern Philippines as determinants in English language proficiency as insights to language teaching. It determined their profile and its relation to their English language proficiency. It ascertained the relationships and differences between the level of motivation and demotivation to their language proficiency.
A total of 558 English 111 students served as the respondents. The descriptive-correlational design was utilized. The instruments of Gardner, Kormos, and Csizer were used to determine the level of motivation and demotivation and the DLSU Basic Grammar Test for English language proficiency. The researcher also conducted focus group discussion to gain an in-depth understanding of factors affecting the students? language proficiency.
It revealed that the students were female, BS Criminology, and had an allowance of below P500. They were much integratively and instrumentally motivated and externally and internally demotivated. Morever, they failed the language proficiency test. The intergrative and instrumental motivations were related to the proficiency test, while teachers? personality, method, self-confidence, and attitude demotivation factors were related. There was a difference in integrative and instrumental demotivations whilst no difference in external and internal demotivations.
Thus, English should be made simple, easy, and understandable. The syllabus and instructional materials used should suit to the learner?s mental ability and motivation capitalizing the learners' interest.
Keywords: Determinants, motivation, demotivation, English Language proficiency, language teaching