EASTERN QUEZON COLLEGE INC.

CHAPTER I
THE PROBLEM AND ITS BACKGROUND
This chapter presents the problem and its setting. It includes the introduction,
statement of the problem, conceptual framework, research design, significance of the
study, scope and delimitation and definition of terms.

Introduction
In our rapidly globalizing world, English has emerged as the lingua franca,
bridging diverse cultures, facilitating international communication, and opening doors to
countless opportunities. Consequently, the acquisition of English language skills has
become an essential component of education systems worldwide. Within this landscape,
understanding the factors that drive students to engage in English language learning,
particularly in the context of speaking, is of paramount importance (Jenkins, J. 2007).

The ability to speak English fluently and confidently is often perceived as a

symbol of competence, opening doors to academic, professional, and personal growth.
However, the path to English language mastery is not without its challenges, and
motivation plays a pivotal role in navigating these obstacles. Intrinsic motivation, driven
by personal interest, curiosity, and the inherent satisfaction of language acquisition, often
fuels the desire to become a proficient English speaker. (Dörnyei, Z. 2005), On the other
hand, extrinsic motivation, which encompasses external factors such as grades, social
recognition, or external pressures, can also significantly influence a student's commitment
to improving their English speaking skills.

Understanding the complex dynamics of intrinsic and extrinsic motivation in the

context of English language speaking is crucial for educators, policymakers, and
researchers alike. This exploration not only sheds light on the factors that drive students
to engage in English language learning but also offers insights into how to create
environments that foster and sustain motivation (Dörnyei, 2014; Dörnyei, 2015).
Ultimately, uncovering the intricate relationship between these two forms of motivation
can pave the way for more effective language education strategies, ensuring that students
not only learn English but also find joy and purpose in becoming proficient speakers of
this global language (Dörnyei & Ryan, 2015). In this study, we embark on a journey to
unravel the mysteries of students' intrinsic and extrinsic motivation in their pursuit of
English language proficiency, seeking to enhance our understanding and contribute to the
broader discourse on motivation in language learning.
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In Eastern Quezon College, the researcher observed that students show different
levels of motivation when it comes to their intrinsic and extrinsic motivation for speaking
the English language, depending on a wide range of elements. These motivating elements
can have a big impact on how motivated and proficient they are to speak English, as well
as how well they speak it. This can affect things like fluency, vocabulary development,
self-confidence, and the ability to express the essential ideas clearly.

Hence, the primary objective of this study is to shed light on the factors that drive
students' intrinsic and extrinsic motivation to speak English in a diverse and culturally
rich academic environment. By examining the impact of these motivational factors, this
research aims to offer valuable insights for educators, curriculum developers, and
policymakers seeking to foster an environment that optimizes language learning and
promotes proficiency in speaking English among students. Ultimately, this study aspires
to contribute to the enhancement of English language instruction and educational
practices for the benefit of students in the chosen institution and, potentially, in similar
educational settings.

Statement of the Problem

This study aims to determine intrinsic and extrinsic motivation of college students
when it comes to speaking English language at Eastern Quezon College Inc.

Specifically, it seeks to answer the following question:

1. What is the demographic profile of the respondents according to:

a. age,
b. sex,
c. year level, and
d. program

2. What are the intrinsic motivators that positively impact students' willingness to
speak English in terms of:
a. personal interest,
b. language proficiency, and
c. self-confidence

3. What are the extrinsic motivators that affect students' motivation to speak
English in terms of:
a. teacher encouragement,
b. classroom environment, and
 EASTERN QUEZON COLLEGE INC. 3

c. cultural and societal factors

4. Is there a significant relationship between students' intrinsic and extrinsic motivation

and their proficiency in speaking the English language when they are grouped according
to profile?

Hypothesis
There is no significant relationship between students' intrinsic and extrinsic
motivation and their level of proficiency in speaking the English language when
respondents are grouped according to profile.

Conceptual Framework
This study is anchored in the Self-Determination Theory (SDT) of motivation,
which posits that individuals are driven to engage in activities when their basic
psychological needs for autonomy, competence, and relatedness are satisfied (Deci &
Ryan, 1985). Within the context of language learning, intrinsic and extrinsic motivation
can be understood through the lens of SDT

On the basis of self-determination theory, Hayamizu（1993）assumes that “two

kinds of motivation are located on a continuous dimension not having an absolute
borderline and that extrinsic motivation may be changed into intrinsic motivation”
Hayamizu suggests the construct of a belief of link, which refers to the conviction of the
changeability from extrinsic motivation to intrinsic motivation. Hayamizu （1995）also
suggests that intrinsic and extrinsic motivations are not dichotomous, but continuou

By examining the interplay between intrinsic and extrinsic motivation, basic

psychological needs, language proficiency, and metacognitive skills, this study seeks to
provide a comprehensive understanding of the factors that drive students to speak
English. Ultimately, it aims to contribute to the development of strategies and practices
that enhance intrinsic motivation, optimize language learning outcomes, and foster
students' autonomy, competence, and relatedness in the context of English language
speaking.

Research Paradigm

 Demographic profile
 Identified
of the respondents in
significant
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INPUT PROCESS OUTPUT

Figure 1. Students intrinsic and extrinsic motivation in speaking English language as

Perceived by Selected Students of a Private School in Gumaca, Quezon.
 EASTERN QUEZON COLLEGE INC. 5

The research paradigm includes (Input, Process and Output) IPO model wherein
input consist of the following: Demographic profile of the respondents in terms of age,
sex, year level and program, intrinsic and extrinsic motivation and their level of proficiency
when it comes to speaking English. On the other side, is the process being used through
validation, distribution, and retrieval of questionnaire, data gathering presentation,
analysis, and interpretation of the data. Lastly, the output of this data is the Identified
significant relationship between students' intrinsic and extrinsic motivation and their level
of proficiency in speaking the English language when responses are grouped according to
profile.

Significance of the Study

Specifically, this study would be of great help to the following

For the School Administrators, This may help them provide valuable insights into the
factors that influence students' motivation to speak English. Understanding these factors
can help school administrators make informed decisions regarding curriculum
development, teacher training, and resource allocation to enhance English language
education within the institution.

For the Parents, this may help them in understanding clearly how intrinsic and
extrinsic motivation factors affect their children's English language learning experiences.
This knowledge can empower parents to support and guide their children more effectively
in their language learning journey.

For the Teachers, through this study, this may help them provide educators with a
more profound comprehension of the motivational elements operating within the
classroom. With this awareness, teachers can customize their instructional approaches
and classroom atmospheres to effectively captivate and inspire students to converse in
English, thereby leading to an enhancement in their language proficiency.

For the Students, this may help them to know various factors that impact their
motivation to speak English. This awareness can empower them to take a more active
role in their language learning process, make necessary adjustments to their study habits,
and seek additional support when needed.

For the Future researchers, this study will give them significant data and information
about intrinsic and extrinsic motivation of college students and their proficiency in
speaking the English language. It shall also serve as their basis and guide for future
developmental participatory research.
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Scope and Delimitation

This study deals with the intrinsic and extrinsic motivation factors influencing the
English language speaking abilities of college in a private college in Gumaca, Quezon.
The researcher will conduct this study at Esatern Quezon College, Inc. which is located at
Brgy. Penafrancia, Gumaca, Quezon for the school year 2023-2024. This study includes
50 college of education students as the respondents. There are 25 students per program
(BSED and BEED) that will be selected using stratified random sampling.

Definition of Terms
For the purpose of having clear understanding of this research, the conceptual
definition of terms are hereby offered:

Cultural and Societal Factors - These are external influences, including cultural norms
and societal expectations, that may affect students' motivation to speak English.
https://us.sagepub.com/en-us/nam/the-psychology-of-language/book240715

Extrinsic Motivation - External factors influencing students' motivation to speak

English, including teacher encouragement, classroom environment, and cultural or
societal pressures.
https://www.researchgate.net/publication/298210125_CONTEMPORARY_MOTIVATIO
N_THEORIES_IN_EDUCATIONAL_PSYCHOLOGY_AND_LANGUAGE_LEARNING_
AN_OVERVIEW

English Language Proficiency - The level of competence and fluency in the English
language, specifically in speaking and communication. https://elt.oup.com/

Intrinsic Motivation - The internal drive that encourages students to speak English due
to their personal interest, curiosity, and inherent satisfaction in language acquisition.
https://link.springer.com/10.1007/978-94-007-0753-5_1532

Language Learning Motivation - The psychological factors and incentives that drive
individuals to engage in language learning and improve their language skills.
https://us.sagepub.com/en-us/nam/the-psychology-of-language/book240715

Proficiency – The ability to perform a task or skill to a high level of competence or

expertise. https://www.merriam-webster.com/dictionary/proficiency

Self-confidence: Self-confidence relates to students' belief and assurance in their ability

to communicate effectively in English, which can impact their motivation to speak the
language. https://psycnet.apa.org/record/2018-03167-002
 EASTERN QUEZON COLLEGE INC. 7

CHAPTER II

REVIEW OF RELATED LITERATURE AND

STUDIES
This chapter presents the related literature and studies that have relevance on
the present study.

RELATED LITERATURE

FOREIGN LITERATURE

According to Ahmed & Al-Ward (2020), Motivation is an important factor

for success in learning a foreign or second language. Creating such motivation
among learners through adopting certain teaching practices is likely to stimulate learners
to learn.

Rohmani&Andriyanti (2022), argued that Integrating culture into the language

teaching programs has an effect on the motivation of the language learners and the
process of teaching and learning

In the study of Griffiths & Soruç (2021), said that Traditionally, motivation has
been perceived as dichotomous: intrinsic versus extrinsic and instrumental versus
integrative

While on the idea of Basikin (2020), said that It is the only motivation theory
that claims the possibility of extrinsic motivation to change into more intrinsic types,
given internalization happens. So, the extrinsic motivation must be in human beings as
social creatures to have intrinsic motivation.

In the study of Muslem et. Al., (2021), stated that Intrinsic motivation,influenced
by the extrinsic one,enables learners to have a principle to use the target language even
 EASTERN QUEZON COLLEGE INC. 8

though they produce errors. “A non-native English student often produces errors in
using the target language. However, those errors should be corrected wisely by her
teacher.”

There are various studies have investigated the effects of extrinsic and intrinsic
motivation on language learning. In the study of Dörnyei (2013) found that extrinsic
motivation can be effective in the short term but may not be sustainable in the long run.
Meanwhile, Ryan and Deci (2013), concluded that intrinsic motivation is more likely to
lead to long-term success and a genuine love of the language.

Synthesis

Based on the foreign literature, motivation is one of the factor that’s should be
considered and should be done on speaking English language or second language.
Motivation can be categorized into two there is extrinsic motivation and intrinsic
motivation where does intrinsic motivation can be influenced by extrinsic motivation for
some reasons and factors. In extrinsic motivation this consider as helpful in a short
period of time meaning it cannot be stay for long than to intrinsic motivation which more
likely to result in sustained achievement and a true passion for the language.

LOCAL LITERATURE

According to Menggo, S.(2018), said that Motivation has a vital role in leading
learners’ achievement. It also has a formidabletask for language learners. Thus
motivation is used as a ‘effective tool’ in considering the failure or success of a learner.

In addition Dörnyei (2019), stated that motivation is a key factor in learning

including English speaking. It is an inner source, preference, desire, emotion, reason,
need, impulse or purpose that moves a person to a particular action. Motivation is
regarded as one of the prime factors that influence the speed and amount of success of
foreign language learners.
Genc & Aydin (2017), argued that motivation is of the most important
components affecting language acquisition. It’s contributed to learners’ attitudes and it
should be kept in mind in the learning process

There are two types of motivation these are intrinsic and extrinsic motivation.
According to According to Guzman (2020), intrinsic motivation is "the desire to engage in an
activity for the inherent satisfaction it provides, rather than for external rewards or pressures."
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While on the other hand Dimaculangan and Matos (2018), defined extrinsic motivation is
"the drive to engage in an activity for external outcomes or rewards."

In the study of Brown (2017), supported that English teachers may be

strongly argued that the most powerful dimension of the whole motivation
construct in general is the degree to which learners are intrinsically or extrinsically
motivated to successes in English task then he added that intrinsically motivated activities
are ones for which there is no apparent reward expect the activity itself. People
seem to engage in the activities for their own sake and not because they lead of
an extrinsic reward. Intrinsically motivated behaviors are aimed at bringing about
certain internally rewarding consequences, namely, feelings of competence and self-
determination. Whereasextrinsic motivation is fueled by the anticipation of a reward
from outside and beyond the self. These two types of motivation have different effect
toward students’ success in learning a language. Intrinsic motivation is more
powerful than extrinsic motivation because of intrinsic motivation potentially
creates excellence, autonomy and self-actualization.

Synthesis

Based on the local studies, motivation is very important to every learners

especially to every individual who wants to learn a language. They should have atleast
motivation that can make them succefully achieving their goals. Motivation can be
extrinsic or intrinsic. Extrinsic motivation is simply means our desire to do something in
order to achieve an external reward while intrinsic motivation means our desire to do
something for the sake of the activity itself.

RELATED STUDIES

FOREIGN STUDIES

According to Muslim et. Al., (2021), stated that When EFL students use the target
incorrectly, The use of language is widespread. "Almost all students make
mistakes when learning the language because it is challenging to distinguish between
them. Mistakes are variances from reality that impact comprehension and dissemination.
(AlHamzi et al., 2023). "The instructor ought to view them as indicators rather than
failures." of education. A student will never learn if a teacher tries to stop them from
making mistakes. the ignorance of them.
 EASTERN QUEZON COLLEGE INC. 10

(Al-Hamzi et al., 2023). argued, internal motivation is an internal force that

should be expressed verbally as a principle and goal articulated in the assessment of
communication to shape attitudes and actions
Dörnyei, Z. (2013), discussed Extrinsic motivation as driven by external
factors, such as grades, approval from teachers or peers, or the desire to gain access to
opportunities or privileges. He added that motivation can be effective in the short
term, but it may not be sustainable in the long run and also motivation can be a useful
tool for initially motivating students to engage in learning activities, but it is important to
foster intrinsic motivation to ensure long-term success.
On the other hand Ryan, R. M., & Deci, E. L. (2013), said that in intrinsic
motivation is originates from within the individual and is driven by personal
enjoyment, curiosity, or a sense of accomplishment. Then it said that if the Students has a
intrinsic motivation they may find the process of learning English rewarding in itself.
In additional, the Intrinsic motivation is more likely to persist in the face of
challenges and lead to long-term success and a genuine love of the language.

In terms of Fostering a Balance of Extrinsic and Intrinsic Motivation of the

students in speaking English language, E. Ushioda. (2013) talked about how developing a
balance between internal and extrinsic motivation should be the goal of effective English
language training. While extrinsic motivators can serve as a catalyst for students' early
engagement with learning, cultivating intrinsic motivation is crucial for sustained
success. A supportive and nonjudgmental classroom environment, opportunities for
meaningful and authentic English communication, encouragement to explore personal
interests and incorporate them into English language learning, recognition of students'
accomplishments and progress, and opportunities for students to interact with native
English speakers or learners from around the world are just a few of the strategies that
educators can use to foster intrinsic motivation in English speakers.

Synthesis

Based on the foreign studies, it said that every learners can experienced mistakes
because this are a natural part of the language learning process. As some says every
individual learns from thire mistakes. So, therefore the teachers should not stop them
they must be considerate to their students. They should bear in their mind that there are
factors that can hinder them to easily learn English language. Students or learners has
different motivation in speaking English language some might learn the language for
enjoyment which is belongs to their intrinsic motivation and some learners study the
English language in order to pass the test given by their instructor. There are many
things that students can do in order to speak the language of English.
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LOCAL STUDIES

English proficiency is becoming more and more crucial in the Philippines because
of its use in worldwide communication, education, and the workforce. But a lot of
Filipino students find it difficult to speak English fluently, especially when they lack
drive. This study investigates how intrinsic and extrinsic motivation affect Filipino
students' ability to communicate in English.

English is one of several official languages in the Philippines, which has a diverse
linguistic landscape. Filipinos' English proficiency varies greatly, though, with many
students lacking the self-assurance and drive necessary to speak the language well.

There are already different studies that explored the motivational elements
impacting Filipino students' acquisition of the English language.

On the study of Abad (2014), it is discovered that while intrinsic factors like
enjoyment and personal interest had less of an impact, extrinsic issues like grades and
parental pressure were strong motivators for Filipino students.

Ballesteros, J. A., and Cunanan, L. A. (2015) asserted that students learning

English are impacted by both intrinsic and extrinsic motivation. It was established that
student attitudes toward and English language competency were positively impacted by
both intrinsic and extrinsic motivation. Furthermore, the research revealed that intrinsic
motivation outperformed extrinsic motivation as a predictor of English language
proficiency.

However, Lopez, C. R., and De Castro, L. M. (2016) investigated the effects of

intrinsic and extrinsic motivation on undergraduate Filipino English language learners.
The results showed that factors influencing students' English language proficiency
included both intrinsic and extrinsic motivation. Extrinsic motivation was not found to be
as significant a predictor of proficiency as intrinsic motivation.

In additional Corpuz, R. M. (2016), Explained the role of motivation in the

English language learning of Filipino college students. It suggest that both extrinsic and
intrinsic motivation play important roles in influencing students' English language
learning outcomes.

Panganiban, D. M. (2017), reported on the influence of motivational factors on

Filipino university students' English language proficiency. The results show that
encouraging Filipino students to speak English fluently required a combination of
extrinsic and intrinsic motivation techniques.
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Sison, J. R. (2018), provided an explanation of how to encourage Filipino

students' intrinsic motivation to speak English. According to the research, establishing a
safe and stimulating learning environment, giving students the chance to engage in
meaningful conversation, and promoting introspection can all help to develop intrinsic
motivation.

Synthesis

Based on the local studies, student’s motivation in speaking English may vary
from each other and this is because of some factors that affects them. the studies offer
insightful information about how intrinsic and extrinsic motivation affect Filipino
students' ability to communicate in English. The results indicate that the best way to help
Filipino students become fluent English speakers is to combine extrinsic and intrinsic
motivation techniques. Furthermore, cultivating intrinsic motivation for English speaking
students can be facilitated by establishing a welcoming and stimulating learning
environment, offering chances for meaningful communication, and promoting
introspection.
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CHAPTER III

RESEARCH DESIGN AND METHODOLOGY

This chapter discusses the methods and techniques, research locale, sampling
design, instrumentation, data gathering procedure, and statistical treatment of data.

Research Method and Technique

This study will use descriptive correlational approach method of research in

order to determine Students Intrinsic and Extrinsic Motivation in Speaking English
Language in a private college in Gumaca, Quezon. A descriptive correlational approach
is a research methodology that aims to describe and understand the relationships
between two or more variables without establishing cause-and-effect relationships
(Babbie, E. R. 2016).

Research Locale

The researcher chose Eastern Quezon College situated at R. Marco Street,

Barangay Peñafrancia Gumaca, Quezon as the locale of this study.

Sampling Design

The researcher selected fifty (50) college education students who are enrolled
in Eastern Quezon College Inc. in the S.Y. 2023-2024 and will use stratified random
sampling to get the result of extrinsic and intrinsic motivation in speaking English
language of the respondents. According to Lohr, S. L. (2019), random sampling called
stratified sampling is used to make sure the sample is representative of the population
for a given set of characteristics. The population is first separated into strata, or
subgroups, according to these traits in stratified sampling. Next, a sample is chosen at
random from every stratum.
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Research Instrumentation

The researcher will gather the data by distributing face-to-face survey-

questionnaire to the respondents. These are divided into two parts. The first part is
composed of the demographic profile of the respondents. The second part is to test the
student’s intrinsic and extrinsic motivation in speaking English language. The
questionnaire will be validated by the experts in the field of research.

Data Gathering Procedure

First of all, the researcher will ask the approval of the thesis adviser. Then, the
researcher will secure permission from the head of college department in Eastern
Quezon College. The questionnaires will be given through face to face in classroom
setting. Data gathered will be tallied, tabulated, analyzed and will be interpret by the
researcher.

Statistical Treatment of Data

In this study, the researcher will use statistical measures to treat the collected
data. All the data will be carefully read and examined for analysis. They will be tallied
and entered into a master list of the data collection sheet.

The researcher used the following statistical tools:

Percentage and Frequency are used to interpret the profile of the respondents:

f
P= x 100
N

Where:

P- percentage

f- number of responses

n- number of respondents
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To get the weighted mean to describe the items in the indicators, the researcher
used the formula (Calmorin, 2007; 116-118).

X=
∑ fx
∑f
Where: 23

x= weighted mean

∑fx= sum of the product of the frequency and rating scale

∑f= sum of all the frequency

To determine the intrinsic and extrinsic motivation of colleges students and

their level of proficiency in speaking English language at Eastern Quezon College,
Inc., the following scale will be used:

Legend:

Weighted Point Range Verbal Descriptions Code

5 4.21 – 5.00 Strongly Agree SA
4 3.41 – 4.20 Agree A
3 2.61 – 3.40 Moderately Agree MA
2 1.81 – 2.60 Disagree D
1 1.00– 1.80 Strongly Disagree SD

Weighted Point Range Verbal Descriptions Code

5 4.21 – 5.00 Excellent E
4 3.41 – 4.20 Above average AB
3 2.61 – 3.40 Average A
2 1.81 – 2.60 Below average BA
1 1.00– 1.80 Very poor VP
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To determine the significant relationship between the intrinsic and extrinsic

motivation of college in speaking English language when grouped according to profile,
the researcher used spearman rho correlation.

Spearman rho correlation formula is as follows,

 EASTERN QUEZON COLLEGE INC. 17

BIBLIOGRAPHY

BOOKS

Dörnyei, Z. (2013). Motivating language learners: Towards a goal-oriented approach.

Cambridge University Press.

Ryan, R. M., & Deci, E. L. (2013). Self-determination theory: Basic psychological

needs in motivation, development, and wellness. Guilford Publications.

Ushioda, E. (2013). Fostering a balance of extrinsic and intrinsic motivation: A key to

effective language learning. In Z. Dörnyei (Ed.), Motivational strategies in
language learning (pp. 147-164). Routledge.

JOURNALS/MAGAZINES

Ahmed, N. A., & Al-Ward, M. (2020). The role of motivation in learning English as a
foreign language: A case study of students in Saudi Arabia. International Journal
of English Linguistics, 10, 38-45.

Basikin, Y. (2020). The role of intrinsic and extrinsic motivation in learning English
language. International Journal of Education and Development Using
Information and Communication Technology, 16,, 121-132.

Brown, H. D. (2017). Motivation and intrinsic vs extrinsic motivation in language

learning. English Language Teaching Journal, 21, 1-10.

Dimaculangan, J. B., & Matos, M. J. (2018). Intrinsic and extrinsic motivation in

learning English as a second language: A case study of Filipino students.
International Journal of Current Research, 10, 68219-68224.

Genc, I., & Aydin, S. (2017). The role of motivation in language learning: A literature
review. International Journal of Instruction, 10, 1-14.
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Griffiths, C., & Soruç, A. (2021). Intrinsic and extrinsic motivation in language
learning: A theoretical framework. Journal of Language and Education, 7, 1-12.

Menggo, S. (2018). The role of motivation in English language acquisition. International

Journal of English Linguistics, 8, 1-10.

Muslem, M., et al. (2021). The effect of intrinsic and extrinsic motivation on EFL
students' speaking fluency. International Journal of Education, 13, 1-10.

Corpuz, R. M. (2016). The role of motivation in the English language learning of

Filipino college students. Philippine Journal of Education, 95, 1-10.

Panganiban, D. M. (2017). The influence of motivational factors on Filipino university

students' English language proficiency. Philippine Journal of Languages and
Linguistics, 17, 1-10.

Sison, J. R. (2018). Fostering intrinsic motivation in Filipino students to speak English.

Philippine Journal of Education, 97, 1-10.