ESP-3550

Published

2025-03-31

Issue

Vol. 10 No. 3 (2025): Publishing

Section

Research Articles

License

Copyright (c) 2025 Satrana I. Malik

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

The journal adopts the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0), which means that anyone can reuse and redistribute the materials for non-commercial purposes as long as you follow the license terms and the original source is properly cited.

Author(s) shall retain the copyright of their work and grant the Journal/Publisher rights for the first publication with the work concurrently licensed since 2023 Vol.8 No.2.

Under this license, author(s) will allow third parties to download, reuse, reprint, modify, distribute and/or copy the content under the condition that the authors are given credit. No permission is required from the authors or the publisher.

This broad license intends to facilitate free access, as well as the unrestricted use of original works of all types. This ensures that the published work is freely and openly available in perpetuity.

By providing open access, the following benefits are brought about:

  • Higher Visibility, Availability and Citations-free and unlimited accessibility of the publication over the internet without any restrictions increases citation of the article.
  • Ease of search-publications are easily searchable in search engines and indexing databases.
  • Rapid Publication – accepted papers are immediately published online.
  • Available for free download immediately after publication at https://esp.as-pub.com/index.php/ESP

 

Copyright Statement

1.The authors certify that the submitted manuscripts are original works, do not infringe the rights of others, are free from academic misconduct and confidentiality issues, and that there are no disputes over the authorship scheme of the collaborative articles. In case of infringement, academic misconduct and confidentiality issues, as well as disputes over the authorship scheme, all responsibilities will be borne by the authors.

2. The author agrees to grant the Editorial Office of Environment and Social Psychology a licence to use the reproduction right, distribution right, information network dissemination right, performance right, translation right, and compilation right of the submitted manuscript, including the work as a whole, as well as the diagrams, tables, abstracts, and any other parts that can be extracted from the work and used in accordance with the characteristics of the journal. The Editorial Board of Environment and Social Psychology has the right to use and sub-licence the above mentioned works for wide dissemination in print, electronic and online versions, and, in accordance with the characteristics of the periodical, for the period of legal protection of the property right of the copyright in the work, and for the territorial scope of the work throughout the world.

3. The authors are entitled to the copyright of their works under the relevant laws of Singapore, provided that they do not exercise their rights in a manner prejudicial to the interests of the Journal.

About Licence

Environment and Social Psychology is an open access journal and all published work is available under the Creative Commons Licence, Authors shall retain copyright of their work and grant the journal/publisher the right of first publication, and their work shall be licensed under the Attribution-NonCommercial 4.0 International (CC BY-NC 4.0).

Under this licence, the author grants permission to third parties to download, reuse, reprint, modify, distribute and/or copy the content with attribution to the author. No permission from the author or publisher is required.

This broad licence is intended to facilitate free access to and unrestricted use of original works of all kinds. This ensures that published works remain free and accessible in perpetuity. Submitted manuscripts, once accepted, are immediately available to the public and permanently accessible free of charge on the journal’s official website (https://esp.as-pub.com/index.php/ESP). Allowing users to read, download, copy, print, search for or link to the full text of the article, or use it for other legal purposes. However, the use of the work must retain the author's signature, be limited to non-commercial purposes, and not be interpretative.

Click to download <Agreement on the Licence for the Use of Copyright on Environmental and Social Psychology>.

How to Cite

I. Malik, S. (2025). Demographic-based motivation and engagement in English language learning among public junior high school students in Sulu. Environment and Social Psychology, 10(3). https://doi.org/10.59429/esp.v10i3.3550

Demographic-based motivation and engagement in English language learning among public junior high school students in Sulu

Satrana I. Malik

School of Graduate Studies, Sulu State College, Jolo Sulu, 7400, Philippines


DOI: https://doi.org/10.59429/esp.v10i3.3550


Keywords: demographic-based; motivation, engagement; English language learning; public junior high school students; sulu

Abstract

Proficiency in the English language is essential for academic success and career advancement, particularly in multilingual contexts such as the Philippines. This study examines the motivation and engagement levels of public junior high school students in Sulu in learning English, focusing on cognitive and social engagement. Utilizing a descriptive-correlational research design, data were collected from 200 students through survey questionnaires. The findings indicate that students generally exhibit moderate to high levels of motivation and engagement, with cognitive engagement being strongly associated with motivation. A significant relationship between cognitive and social engagement was also observed, emphasizing the role of peer interactions and collaborative learning in language acquisition. Statistical analyses revealed a strong positive correlation between motivation and engagement, demonstrating that highly motivated students are more actively involved in English learning. These results highlight the need for instructional strategies that enhance both motivation and engagement to improve language proficiency. The study underscores the importance of fostering supportive learning environments, implementing culturally responsive teaching methods, and developing targeted interventions that consider demographic factors influencing language learning outcomes.

References

[1]. 1.Hayikaleng, N., Nair, S. M., & Krishnasamy, H. N. (2016). The Students Motivation on English Reading Comprehension. Utara Malaysia University: Malaysia.

[2]. 2.Alizadeh M. (2016) The Impact of Motivation on English Language Learning

[3]. 3.Chavez, J.V., Adalia, H.G., and Alberto, J.P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies 2023; 5(2): 1541. http://doi.org/10.59400.fls.v5i2.1541

[4]. 4.Fredricks, J. A., Blumenfeld, P. C., &Paris, A. H. (2004). School engagement: Potential of the concept, state of the evidence. Review of Educational Research, 74 (1), 59 109.

[5]. 5.Quynh, Ngo & Hoai, Nguyen & Thu, Nguyenthingoc. (2021). The roles of student engagement motivations in learning and managing.. International Journal for Innovation Education and Research. 9. 223-234. 10.31686/ijier.vol9.iss4.3043.

[6]. 6.Comeros, N.A., Cuilan, J.T., Chavez, J.V., 2024. Parental Discretionary Influence on Their Children’s Manner of Learning English Language Forum for Linguistic Studies. 6(4): 284-299. DOI: https://doi.org/10.30564/fls.v6i4.6656

[7]. 7.Philominraj, Andrew & Ranjan, Ranjeeva & Arellano Saavedra, Rodrigo & Andrés, Claudio & Urzúa, Cerón. (2022). Systematic Review Article Family’s Role and their Challenging Commitment to English Language Learning -A systematic Review. Journal of Language and Education. 8. 2022. 10.17323/jle.2022.12680.

[8]. 8.Anyichie AC and Butler DL (2023) Examining culturally diverse learners’ motivation and engagement processes as situated in the context of a complex task. Front. Educ. 8:1041946. Doi: 10.3389/feduc.2023.1041946

[9]. 9.Kerimbayev, N., Umirzakova, Z., Shadiev, R. et al. A student-centered approach using modern technologies in distance learning: a systematic review of the literature. Smart Learn. Environ. 10, 61 (2023). https://doi.org/10.1186/s40561-023-00280-8

[10]. 10.Kamran, Farrukh & Kanwal, Ayesha & Afzal, Dr & Rafiq, Shahid. (2023). Impact of Interactive Teaching Methods on Students Learning Outcomes at University level. 7. 86-102

[11]. 11.Kim, D., Learning Language, Learning Culture: Teaching Language to the Whole Student. ECNU Review of Education, 2020. 3(3): p. 519-541.

[12]. 12.Arrosagaray, M., et al., A comparative study of Spanish adult students’ attitudes to ICT in classroom, blended and distance language learning modes. Computers & Education, 2019. 134: p.31-40.

[13]. 13.Ilçin, N., et al., The relationship between learning styles and academic performance in TURKISH Physiotherapy students. BMC Medical Education, 2018. 18(1): p. 291.

[14]. 14.Alhamami, M., Learners’ beliefs about language-learning abilities in face-to-face & online settings. International Journal of Educational Technology in Higher Education, 2019. 16(1): p. 31.

[15]. 15.Bhagat, A., R. Vyas, and T. Singh, Students awareness of learning styles and their perceptions to a mixed method approach for learning. Int J Appl Basic Med Res, 2015. 5(Suppl 1): p. S58-65.

[16]. 16.Huang, C.L., et al., Influence of Students’ Learning Style, Sense of Presence, and Cognitive Load on Learning Outcomes in an Immersive Virtual Reality Learning Environment. Journal of Educational Computing Research, 2020. 58(3): p. 596-615.

[17]. 17.Rogowsky, B.A., B.M. Calhoun, and P. Tallal, Providing Instruction Based on Students’ Learning Style Preferences Does Not Improve Learning. Frontiers in Psychology, 2020. 11.

[18]. 18.Pangandaman, H., Effects of flipped classroom videos in the return demonstration performance of nursing students. Sch J Appl Sci Res, 2018. 1(4): p. 55-58.

[19]. 19.Collie, Rebecca & Martin, Andrew. (2019). Motivation and Engagement in Learning. 10.1093/acrefore/9780190264093.013.891.

[20]. 20.Rone, Noeme & Guao, Nova & Jr, Medardo & Acedillo, Nanette & Balinton, Kim & Saro, Jeffry. (2023). Students’ Lack of Interest, Motivation in Learning, and Classroom Participation: How to Motivate Them?. Educational Psychology. Volume 7. 636-645.

[21]. 21.Aspuri, Nanda & Samad, Iskandar & Fitriani, Siti & Samad, Nanda. (2019). THE ROLE OF INSTRUMENTAL MOTIVATION AMONG EFL STUDENTS IN LANGUAGE LEARNING PROCESS. Journal of English Education. 4. 48-53. 10.31327/jee.v4i1.892.

[22]. 22.Williams, K. C., & Williams, C. C. (2011). Five key ingredients for improving student motivation. Research in Higher Education Journal, 12(1), 1-23.

[23]. 23.Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. New York, NY: Guilford Press.

[24]. 24.Christiana, I.O.. (2009). Influence of motivation on students’ academic performance. Social Sciences. 4. 30-36.

[25]. 25.Fuertes, Harvey & Jr, Israel & Marcellones, Ivan & Bacatan, Jovenil. (2023). STUDENT ENGAGEMENT, ACADEMIC MOTIVATION, AND ACADEMIC PERFORMANCE OF INTERMEDIATE-LEVEL STUDENTS. 10. 133-149. 10.5281/zenodo.8037103.

[26]. 26.Korpershoek, H., Canrinus, E. T., Fokkens-Bruinsma, M., & de Boer, H. (2019). The relationships between school belonging and students’ motivational, social-emotional, behavioural, and academic outcomes in secondary education: a meta-analytic review. Research Papers in Education, 35(6), 641–680. https://doi.org/10.1080/02671522.2019.1615116

[27]. 27.Dhakal, Basanta. (2024). Differentiated Instruction: Tailoring Learning for Diverse Learners. 40. 167-176.

[28]. 28.Stifikasis, N. C. (2019). ELF awareness in English language teaching: Principles and processes. Applied linguistics, 40(2), 288-306. Doi: 10.1093/applin/amx034

[29]. 29.Chavez, J.V. (2022). Narratives of Bilingual Parents on the Real-Life Use of English Language: Materials for English Language Teaching Curriculum. Arab World English Journal (AWEJ) Volume 13. Number3. September 2022 Pp.325-338 DOI: https://dx.doi.org/10.24093/awej/vol13no3.21

[30]. 30.Kimly, Chenda & Hoeurn, Sokha & Roeun, Sothunthea & Ron, Seihak & Khann, Sinath. (2024). Factors Affecting Learners’ Motivation in English Language Education. Journal of Language and Linguistics in Society. 4. 45-58. 10.55529/jlls.45.45.58.

[31]. 31.Markey, K., Graham, M. M., Tuohy, D., McCarthy, J., O’Donnell, C., Hennessy, T., … O’ Brien, B. (2023). Navigating learning and teaching in expanding culturally diverse higher education settings. Higher Education Pedagogies, 8(1). https://doi.org/10.1080/23752696.2023.2165527

[32]. 32.Devi, Barkha & Lepcha, Mrs & Basnet, Shakeela. (2023). APPLICATION OF CORRELATIONAL RESEARCH DESIGN IN NURSING AND MEDICAL RESEARCH. Xi’an Shiyou Daxue Xuebao (Ziran Kexue Ban)/Journal of Xi’an Shiyou University. 65. 60-69. 10.17605/OSF.IO/YRZ68.

[33]. 33.Magno,J.M., Indal,R.S., Chavez,J.V., etal., 2024. Alternative Teaching Strategies in Learning Filipino Language among Dominant English Speakers. Forum for Linguistic Studies. 6(4):404-419. DOI:https://doi.org/10.30564/fls.v6i4.6742

[34]. 34.Bucoy RK, Enumerabellon KM, Amilhamja AJ, et al. 2024. Knowledge deficits and analysis on comprehension of teachers on their common legal rights as teachers. Environment and Social Psychology 2024; 9(9): 2559. Doi: 10.59429/esp.v9i9.2559

[35]. 35.Savellon KIS, Asiri MS, Chavez JV. 2024. Public speaking woes of academic leaders: resources and alternative ways to improve speaking with audience. Environment and Social Psychology 2024; 9(9): 2871. Doi: 10.59429/esp.v9i9.2871

[36]. 36.Garcia CS, Lastam JMP, Chavez JV, et al. Discourse analysis on learners halting their education due to early marriage. Environment and Social Psychology 2025; 10(1): 2558. Doi:10.59429/esp.v10i1.2558

[37]. 37.Kang, Eungoo & Hwang, Hee-Joong. (2023). The Importance of Anonymity and Confidentiality for Conducting Survey Research. 4. 1-7. 10.15722/jrpe.4.1.202303.1.

[38]. 38.Dey, Manna & Amelia, Rizky & Setiawan, Ananda. (2024). The impact of age on second language acquisition: a critical review. International Journal of Evaluation and Research in Education (IJERE). 13. 3560. 10.11591/ijere.v13i5.27958.

[39]. 39.Pakpahan, Farida & Saragih, Marice. (2022). Theory Of Cognitive Development By Jean Piaget. Journal of Applied Linguistics. 2. 55-60. 10.52622/joal.v2i2.79.

[40]. 40.Yeung, A. S., Lau, S., and Nie, Y. (2011). Primary and secondary students’ motivation in learning English: grade and gender differences. Contemp. Educ. Psychol. 36, 246–256. Doi: 10.1016/j.cedpsych.2011.03.001

[41]. 41.McGeown, S., Goodwin, H., Henderson, N., and Wright, P. (2012). Gender differences in reading motivation: does sex or gender identity provide a better account? J. Res. Read. 35, 328–336. Doi: 10.1111/j.1467-9817.2010.01481.x

[42]. 42.D’Lima, G. M., Winsler, A., and Kitsantas, A. (2014). Ethnic and gender differences in first-year college students’ goal orientation, self-efficacy, and extrinsic and intrinsic motivation. J. Educ. Res. 107, 341–356. Doi: 10.1080/00220671.2013.823366

[43]. 43.Nguyen, Tran. (2021). The Relationship Between Language Learning Strategies and Gender in Learning English as a Second or Foreign Language. Journal of English Language Teaching and Applied Linguistics. 3. 120-126. 10.32996/jeltal.2021.3.6.17

[44]. 44.Harland, Tony. (2003). Vygotsky’s Zone of Proximal Development and Problem-based Learning: Linking a theoretical concept with practice through action research. Teaching in Higher Education. 8. 263-272. 10.1080/1356251032000052483.

[45]. 45.Vygotsky, L. S. (1978). 4-Vygotsky.

[46]. 46.Piaget, J., & Cook, M. (1952). The origins of intelligence in children (Vol. 8, No. 5, pp. 18-1952). New York: International universities press.

[47]. 47.Nurhidayah, Rafika. (2020). The Role of Motivation in Second Language Acquisition. Jurnal Ilmiah Spectral. 6. 096-104. 10.47255/spectral.v6i2.59.

[48]. 48.Sesmiyanti, Sesmiyanti. (2018). Student’s Cognitive Engagement in Learning Process. Journal Polingua : Scientific Journal of Linguistics, Literature and Education. 5. 48-51. 10.30630/polingua.v5i2.34.

[49]. 49.Ajayi, Joaja. (2024). Metacognitive Strategies in the Classroom.

[50]. 50.Zeitlhofer, I., Hörmann, S., Mann, B., Hallinger, K., & Zumbach, J. (2023). Effects of Cognitive and Metacognitive Prompts on Learning Performance in Digital Learning Environments. Knowledge, 3(2), 277-292. https://doi.org/10.3390/knowledge3020019

[51]. 51.Finn, J. D., and K. S. Zimmer. 2012. “Student Engagement: What Is It? Why Does It Matter?” In Handbook of Research on Student Engagement

[52]. 52.Jie Li, Xue Han, Wangshuai Wang, Gong Sun, Zhiming Cheng, How social support influences university students’ academic achievement and emotional exhaustion: The mediating role of self-esteem, Learning and Individual Differences, Volume 61,2018,Pages 120-126,ISSN 1041-6080, https://doi.org/10.1016/j.lindif.2017.11.016

[53]. 53.Filgona, Jacob & Sakiyo, John & Gwany, D & Okoronka, Augustine. (2020). Motivation in Learning. Asian Journal of Education and Social Studies. 10. 16-37. 10.9734/AJESS/2020/v10i430273.

[54]. 54.Steinmayr R, Weidinger AF, Schwinger M and Spinath B (2019) The Importance of Students’ Motivation for Their Academic Achievement – Replicating and Extending Previous Findings. Front. Psychol. 10:1730. Doi: 10.3389/fpsyg.2019.01730

[55]. 55.Vu, T., Magis-Weinberg, L., Jansen, B.R.J. et al. Motivation-Achievement Cycles in Learning: a Literature Review and Research Agenda. Educ Psychol Rev 34, 39–71 (2022). https://doi.org/10.1007/s10648-021-09616-7



21 Woodlands Close #02-10 Primz Bizhub Singapore 737854

Email:editorial_office@as-pub.com