ESP-3550

Published

2025-03-31

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Vol. 10 No. 3 (2025): Published

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Research Articles

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Copyright (c) 2025 Satrana I. Malik

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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.

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