TEACHERS’ MOTIVATIONAL PRACTICES AND LANGUAGE COMPETENCE

OF THIRD YEAR BSED-ENGLISH STUDENTS OF USEP-TAGUM

CHAPTER 1

THE PROBLEM AND RELATED LITERATURE

Background of the Study

Motivation plays a very important role in the language learning of the

students because it is the force that drives them to achieve certain learning

goals. The teacher, too, has an equally significant role in the language learning of

students. The teacher sees to it that the interest that brings the students to learn,

in the first place, is maintained to ensure that there is an effective learning in the

classroom. This can be done through various motivational practices that the

teacher applies in the classroom. These motivational practices of teachers

significantly affect the language learning of students, specifically the students’

language competency.

In line with this, the need to do research on how the teacher’s motivational

practice affected the language learning of Slovakian students was observed by

Kubanyiova (2006). She stated that a teacher should create a motivating learning

environment in order for the students to feel more responsible for their learning

and thereby increase their competency in terms of using the second language. In

addition, she cited Brophy (2004) and Dornyei (2001) stating that teachers have
a significant role in the quality learning engagement of the students’ experience

by applying motivational practices in the classroom.

Consequently, in Canada, Shahid (2014) claimed that motivating students

to learn and improving their language competency is a growing challenge for

teachers. She asserted that creating motivational activities is a great challenge

for educators in the U.S. and Canada. In addition, motivation, she believed,

directly affected student engagement in learning and using the second language.

Moreover, a study in Iran by Khodashenas, Amouzegar, Kishani,

Hasheminasab and Kazemian (2013) sheds light on the role of motivation in the

language learning and competency of students. They argued that the

development of language competency is highly influenced by motivation. As

traced by Cheng and Doryie (2007), motivation is a sustaining force that enables

the learner to overcome the tedious process of language learning and

improvement of language competency.

In the Philippines, Barberos and Padayogdog (2013) emphasized that one

of the primary concerns of the teacher is to help students understand better in

the classroom. In order to achieve this, teachers should create a motivating

environment for the students. Through this application of motivational practice in

the classroom, the students’ competency in language is developed and nurtured.

Furthermore, in the findings of Lucas (2010) on the different universities

and colleges in Metro Manila, concluded that motivation is indeed a significant

factor in the competency of students in terms of using the second language. This
is because motivation serves as the students’ impetus in achieving their learning

goal, language competence. Also, language competence is not easily achieved

through merely studying but also practice and the eagerness to practice is driven

by the students’ motivation.

Relevant to the abovementioned sources, Panda and Mohanty as cited by

Kadtong and Usop (2013) stated that the teacher’s instructional performance

including his/her motivational practice in the classroom plays a vital role in

students’ learning in a language class (specifically the second language

components). The teacher’s motivational practice increases and maintains the

“want” of the student to learn what he ought to learn. Additionally, these

motivational practices maintain the interest of the students to practice their

competency in terms of the second language.

In Northern Mindanao, DepEd Region X claimed that as the teachers

applied creative motivational activities in the language classroom, the motivation

of the students is increased. Such activities that create a motivating classroom

environment have been the teachers’ practice to maintain the interest of the

learners in learning and developing their language. This yielded to more

competent language learners in terms of using the second language.

Consequently, in Davao Del Norte, DepEd Region XI conducted an

enrichment program to cater the teachers’ motivational practices in the

classroom. DepEd Region XI believed that through enhancing the teachers’

knowledge and developing their skills in different motivational activities will help
improve the learning of the target language, including the students’ language

competence. As further assumed, the teachers are able to drive and sustain the

students’ motivation in learning and developing the second language through

creating a motivating classroom environment for the students.

The study will be of great use to teachers and students alike for they can

glean information on how to develop and sustain motivation in the everyday

classroom experience. As teacher education students, the researchers felt the

need to pursue this particular research to increase their knowledge on this

matter, as they will soon be classroom teachers.

Review of Related Literature

This section contains review of research literature pertaining to the

variables and indicators considered in this study. These include the following:

Teacher’s Motivational Practice (extrinsic motivation and intrinsic motivation) and

Language Competence (phonology, morphology, syntax, semantics and

vocabulary).

Teachers’ motivational practices

There has been a so called triads of teaching in which the three elements

in the teaching-learning process are given credits namely: the content, the
learner and the teacher. The quality of learning engagement of the learners is not

primarily dependent alone to their intellectual faculties and the substance of the

course content. The teacher too has an influential power to create a quality

learning environment. Brophy (2004) asserted that language teachers play a very

crucial role in creating a motivating learning environment for the second

language learners upon achieving the reach end goal- competence in second

language. This can be done through the employment of conscious, unconscious

and proactive motivational practices and strategies in the class.

As well, learners' motivation is a key variable that frequently concerns and

challenges practitioners in language classrooms (Cheng & Dörnyei, 2007).

Language teachers are considered to have an immense impact to second

language students in learning the second language (English). To bring this

closest to realization, a language teacher must employ various motivational

practices in the classroom. This would point out that the use of motivational

strategies and practices is significant for the learners to be motivated too in

acquiring the second language.

In addition, Abrar-ul-Hassan (2009) highlights that language teachers are

facing two main problems in language classes: motivating second language

learners and sustaining their motivation. This resort to recognition that language

teachers are ought to custom motivational practices as a vital element in

language teaching. To the extent, motivational strategies are used to impose and
generate learners’ motivation to learn the second language targeting language

competence. This challenge brought a hard time for language teachers to think of

the practices that will engage students to be motivated in learning the language.

To support the claim that employing motivational practices heads to the

acquisition of second language competence, Abrar-ul-Hassan (2009) has drawn

motivational practices applied to both EFL (English as foreign Language) and

ESL (English as Second Language) contexts. These are: promotion of learners'

involvement in the program, creation of a safe atmosphere for learners in the

class and making the whole process of language learning enjoyable and

interesting. To her, by the simple inclusion of these practices in language class,

students may feel that teachers too are eager to teach the students.

Likewise, Abrudan (2006) mentions that motivational strategies and

practices are considered keys in learning the second language that would create,

foster and maintain a very motivating classroom environment by an enthusiastic

and well-prepared language teacher. Some of the motivational practices that

should be incorporated are as: teacher’s enthusiasm, acknowledgement and

stimulation of students ideas, the creation of a relax and enjoyable atmosphere in

the classroom, the presentation of activities in a clear, interesting and motivating

way, the encouragement of pupils with difficulties, helping them to increase their

expectations of themselves. These are some of the several motivational

practices believed to sustain the learning of the language.

 Moreover, Koh, Soon and Towndrow (2008) accentuated that teachers

have not only the power on how well the students learn but also how motivated

they are to learn the second language. Importantly, they have discussed the

effective motivating teaching practices that would enhance student motivation

extrinsically and intrinsically in a language class. The whole raft of effective

motivational teaching practices can be summarized into: providing effective

feedback, helping students set goals for learning, fostering their self-efficacy and

emphasizing the importance of effort and persistence in learning. These and all

can be fostered by language teachers to produce motivated and competent

second language students.

Without a doubt, it is important for language teachers to recognize the

significance of motivation and make good use of it in their teaching practices.

The use of motivation as a habit classroom practice by the teacher is highly

needed to ensure that the students are learning the second language and

students are becoming language competent. For the present time, English

language teachers are applying various techniques with the concept and help of

motivation so that students’ sense of independence to learn the second language

may be extended to their notion that they are free to learn the second language

without rigidity and unenthusiastic classroom practices of the teacher (Downs,

2001).
 Extrinsic motivation. It is something that comes from outside the learner.

Learners are extrinsically motivated when they attached learning process with

rewards (such as grades, awards or honors) and viewed that their learning

performance has an equivalent rewards or consequences. Pintrich and Schunk

(2002) delimited the definition of extrinsic motivation in a language class as

motivation to engage in an activity facilitated by the teacher as a means to an

end, such as earning a reward or avoiding punishment from the teacher for not

doing the activity.

According to Morris and Maisto (2002), extrinsic motivation refers to

rewards that are obtained not from the activity but as a consequence of the

activity. Students are opting to the result of the activity they have performed not

from the activity itself designed by the teacher. Teachers use extrinsic motivation

practices to stimulate learning or encourage students to perform in a particular

way. It is one of the most powerful motivations. It is operative when an individual

is motivated by an outcome that is external or somehow related to the activity in

which the students are engaged. This motivation arises from the use of external

rewards or bribes such as food, praise, free time, money or points toward an

activity. These incentives are all external, in that they are separate from the

individual and the task.

However, a direct opposition has been accentuated as to the use of

extrinsic reinforcement of the teacher is concerned by Krause, Bochner, and

Duchesne (2003). According to them, almost all teachers use extrinsic

reinforcement in some form to motivate students, although they may not realize

they are doing so and may not always use such reinforcement effectively. This

would mean that the practice of the teacher in the class to use extrinsic

reinforcements may not be suitable at all paces of learning of the students and

may these extrinsic rewards wouldn’t be beneficial in the course of learning of the

students. Reasons provided may be that the students are working the designed

task for them in partial fulfilment and for compliance without embracing the

learning itself.

Dörnyei (2001) explains that extrinsic motivation is related to doing an

action in order to receive an extrinsic reward or to avoid punishment. Classroom

is funded by rewards; the teacher’s practice use of extrinsic rewards are highly

encouraged to be used as a motivating scheme for students so that tasks design

for them may be as well completed in a manner. Students who are extrinsically

motivated work on tasks because they believe that participation will result in

desirable outcomes such as a reward or praise. Thus, teachers are responsible

to employ incentive system in the class to motivate student in partaking class

participation and for learning.

Furthermore, Brophy and Wentzel (2014) discuss that extrinsic strategies

when applied by the teacher in the class can stimulate students to engage in

classroom tasks and activities. This is so when the activities and tasks set by the
teacher are completed successfully, it will bring valued rewards for them. By

offering extrinsic rewards, teachers also communicate to students what they

value with regard to learning. However, when motivation is purely extrinsic, the

activity itself is not valued except as an instrument the students can use to obtain

rewards that they do value.

Contextually, Noels, Clement, and Pelletier, (2001) defined extrinsic

motivation in second language learning as the pressure or reward from the social

environment to learn a language. Extrinsically motivated learners aim to obtain a

better career opportunity, a teacher’s praise or recognition or even to prove that

one is a good learner. However, a characteristic of external motivation is that it

implies some kind of external pressure which once removed may result in the

language learner quitting the second language learning. When the students are

used and immuned with extrinsic rewards, they are already functioned with the

extrinsic rewards only and when in the absence of extrinsic rewards, students do

not feel motivated in any way to learn. The challenge for the teacher is to employ

extrinsic rewards not for lifetime but customarily.

Intrinsic motivation. It refers to motivation engaged in class activity

because it is enjoyable and satisfying to do. Deci and Ryan (2000) believe that

intrinsic motivation is founded upon innate needs for competence and self-

determination. They remark that when students are free to perform an activity,

they will seek interesting situations where they can rise to the challenges that the
activity presents. By striving to meet these challenges, learners develop a sense

of competence in their abilities. The teacher’s motivational practice should exhibit

various language activities that would attract them and would make them

comfortable to do.

Another claim of Deci and Ryan (2000) is that students will be intrinsically

motivated only for activities that hold intrinsic interest for them, activities that

have the appeal of novelty, challenge or aesthetic value. By this, a teacher must

infer first his/her students’ needs, curiosities and interests. If a teacher is well

known to the interests of the students, he/she may design activities that would

pull students’ attention to participate in class activities. A language teacher, for

instance must mold interactive and enjoyable activities for the students to attach

their selves to classroom activities. This practice may cause intrinsic rewards

both for the teacher (seeing the students’ performance towards learning the

second language) and the learners (developing their second language

competence).

As for the abovementioned claim, important note on motivation has been

stressed by Hulleman, Schweigert and Harackiewicz (2008) that interest of

students are highly related to intrinsic motivational practices of the teacher.

Hulleman et.al defined interest in language class context as which someone is

engaged and entirely absorbed by an activity. And so, interest can be distributed

into two aspects: personal and situational. Personal interest refers to the stable

disposition of students who are attracted to the learning activities, enjoying the
tasks and the likable trait to involve in the activity for their own sake. In contrast,

situational interest refers to the students’ state of interest that develops through

the interactions with the tasks’ characteristics. And so the teacher should

manifest practices in the classroom that cater to both interests through letting

them engage in language activities and tasks while holding and sustaining

students’ attention to the task.

As mentioned, internal desire to teach people, to impart knowledge and

value is always in teaching as a vocational goal. Fulfilment of intrinsic teaching

practices is guaranteed to have intrinsic rewards. Dornyei (2001) defines intrinsic

motivation as performing a behavior for its own sake in order to experience

pleasure and satisfaction such as the joy of doing a particular activity or

satisfying one’s curiosity. With this definition, the referred intrinsic rewards can be

subdivided into two areas: the educational process and the subject matter. For

the educational process, when a teacher applies intrinsic motivational practices

to the class and the students are keenly responding to the practices is

considered very rewarding. The intrinsic reward for the teacher lies on their

performance and behavior. For the subject matter, the intrinsic rewards lie on the

increase of the teacher’s knowledge of the content.

On the other hand, Carreira (2005) cited Vallerand’s Academic Motivation

Scale as an excellent determinant used to guide language teachers as to how to

make students intrinsically motivated to learn the second language upon

achieving language competence. The intrinsic motivation is subdivided into three

types: intrinsic motivation to know (IM-knowledge), intrinsic motivation toward

accomplishment (IM-accomplishment) and intrinsic motivation to experience

stimulation (IM-stimulation).

To further discuss, IM-knowledge refers to motivation for doing an activity

for the pleasure related to developing knowledge and new ideas. On the other

hand, IM-accomplishment refers to the feelings associated in attempting to

realize a goal or master a task. Lastly, IM-stimulation refers to motivation based

on the sensations stimulated by doing a task, that is, fun and exciting. Thus

teachers must develop motivational practices that encourage students to develop

new ideas through a series of cognitive activities; develop the students’ goal-

setting skills to accomplish their goals for language competence; and develop

students’ autonomy in engaging in a language activity and enjoying the class, at

the same time (Barry & King, 2000).

However, there is an attempted claim of Brophy and Wentzel (2014) that

students are willing to engage in language activities if they have found personal

value on it and they are enjoying the learning process in second language

learning, especially developing language competence. Also, they stressed that

teachers’ practices must be intrinsically motivating and thus should be value-

laden on the part of the learners. Thus, students engage in language activities

because there are values attached to the tasks and activities, meaningful as they
are to the lives of the learners and worthwhile to learn by and can be enjoyable in

such a way. Teachers ought to develop perceptions that second language

learning has value to the students, teachers must: see to it that the curriculum

content and the learning activities should be meaningful and/or worthwhile and

develop the content and scaffold students’ learning engagement in the activities

in ways that enable them to see and appreciate the value of it.

Language Competence

According to Steffanson (2013), the language competence of a student is

significantly affected by motivation. He said that this motivation should be found

in the learning environment of the student. He further claimed that language

competence is achieved when a student’s motivation to seek his goal, language

competence, is created and sustained. In order for this to be achieved, the

teacher must be able to apply motivational practices in the classroom.

Consequently, according to Teaching English to Speakers of Other

Languages or TESOL (2008), an international association, language competence

is greatly affected by the student’s motivation. They further elaborated that, at

times, second language competence is not seen as important to the learner’s

immediate need, except when to pass exams. In this case, most especially, the
learners are needed to be motivated for them to be able to create goals and

sustain their interest in pursuing those goals. TESOL claimed that in order for

language competence to be achieved, the teacher must find a way to tap into the

learner’s intrinsic motivation and connect it with external motivating factors. This

because, the association claimed, learners have different purposes in studying

and developing their language competence, teachers must know these purposes

to create appropriate motivational practices.

However, for Agnesia (2014), language competence affects the motivation

of the student and therefore the motivational practices of the teacher as well. In

relation to the motivation of the students, their language competence affects their

motivation because it keeps the students focused in a task given to them.

According to her, when the learners believe that they are competent in a task

their motivation to succeed increases. On the other hand, when the learners find

the task to be difficult for their level of competence, they will be frustrated and

most likely to decrease their motivation. She also stressed that when the tasks

given are constant, the learners will feel that their level of language competence

becomes static, and therefore will become bored and thoroughly decreases their

motivation.

According to Kaboody (2013), the common target of second language

learners is language competence. In relation to this, he claimed that for the

learners to achieve this goal, the teacher must formulate proper motivational

practices. In addition, language competence, Kaboody explained, is achieved

when the learners are positively and actively engaged in the learning process. He

claimed that bringing the students to learn positively and actively can be done

through the teacher’s creation of a motivating classroom environment.

According to Guilloteaux and Dornyei (2007), language competence of the

students can be enhanced through student’s engagement in learning activities.

This student engagement in learning is, in turn, achieved through the

motivational practices applied by the teacher in the classroom. Consequently,

they claimed that language competence must be seen by the students as

relevant to their needs. For the students to realize this, the teacher must look for

proper motivational practices that will help awaken the students’ drive to enhance

their language competence.

Phonology. According to Chomsky (2004) phonology refers to the system

of sounds in a language and of the history of their changes that helps the

students develop language competence. He also stressed out that in order to

understand the forms and structures of words it is important to gain first insights

into how a lexicon is built up during acquisition, and what lexical representations

look like. This is also similar to phonology; knowledge into the development of

both phonological representations and the phonological system should be of

higher importance to understanding phonological knowledge.

 In addition, the development of phonological awareness and phonemic

awareness are dependent upon language-rich environments. That is, the quality

and quantity of verbal interaction that students experience everyday play a

significant role in nurturing the students’ foundation to emergent literacy. Thus,

phonological awareness is one way to develop language competence of the

students (Dorrell, 2002).

Moreover, Speech Learning Model (SLM) adheres to the notion that

perception leads to production in L2 language learning and assumes that

segments are produced only as accurately as they are perceived (Flege, 2003).

Furthermore, Flege emphasized that students’ ability to perceive correctly or read

accurately certain words results to accurate production of words. From the SLM

perspective, learners’ success in discriminating contrastive L2 sounds is a

manifestation of their overall level of phonological competence because accuracy

in production is dependent on learner’s ability to discern differences between L2

sounds. Flege also asserts that when students develop this mastery of

discriminating sounds this would then lead to their ability to the production of

words and eventually lead to the mastery of English language and language

competence.

The National Reading Panel (2000) indicates that a student must be

comfortable with the text he/she is reading so as to decode the words accurately

and quickly and eventually understand the meaning of the reading selection.
Additionally, teachers should focus their discussion on phonological

comprehension and direct instruction in order to provide greater emphasis on

students’ mastery on reading components.

Furthermore, Adams (1990), Hiebert, Pearson, Taylor, Richardson, &

Paris, (1998) Snow et al., (1998) added that competence with language is critical

to social interactions and that the ability to read is highly valued and important for

social and economic advancement. Likewise, students’ ability to effectively

communicate with others through spoken and written language is considered one

of the ultimate goals of our educational system.

Morphology. It is the study of the smallest units of meaning. Knowledge

of the morphology of the language used reflects the smallest building blocks of

comprehension. Morphology contains the rules which allow the speaker to

increase his/her linguistic competence through their application. In addition, the

knowledge of morphology is necessary to know the way the human brain works

and process language (Dominguez, “The Role of Morphology in the Process of

Language Acquisition and Learning).

The processing of the word meaning will be easier if, one has to know the

word well. And, in order to know the word well, one should not only know the

definition of the word but also its relationship to other words, including other

morphological forms of the word (Nagy & Scott, 2000).

 Caulisle (2004) added that knowing how to use the morphology of words

is an essential skill for students. Given a number and variety of new words, a

student must learn to comprehend text on unfamiliar topics, especially when

learning the second language. Caulisle stressed that the ability to comprehend

text on unfamiliar topics will enable a learner to develop language competence

since he/she is able to process the language.

However, Gaustard and Kelly (2004) suggested that deficiencies in

morphological aspects of conversational language acquisition play a critical role

in the students’ morphological awareness and growth. Furthermore, the

morphological component of conversational competence in English is dependent

on the mode and completeness of the models of English to which students are

exposed. Therefore, morphological awareness of the students does not solely

depend on the students themselves but also to the people that surrounds them

and most importantly the teachers.

Consequently, Paul (2000) asserts that all second language learners need

to obtain a high level of proficiency in the alphabet system, the system upon

which the English written language is based. This knowledge entails phonological

and morphological components. This is then necessary if English literacy and

language competences are the primary goals.

 Syntax. It refers to the way words are grammatically formed and ordered

to form phrases, clauses, and sentences. Likewise, an aspect of linguistic

competence relates to the nature of linguistic structure, in particular syntax, and

its acquisition (Isakson & Spyridaki, 2003).

According to the study conducted in University of Sheffield, (2012) syntax

is all about the structure of sentences, and what determines which words go

where. He added that studying syntax allows us to define perspective rules about

how language works. Moreover, syntacticians aim to find out the factors involved

in grammar, more specifically with regards to certain languages. Ultimately it is

important to study syntax since it is one of the basic aspects of language which

highly contributed to language competence.

In relation to the statement above, Associate University Teacher in

Linguistics, University of Sheffield, Gary Wood (2012), added that studying

syntax is relevant to a lot of subject in linguistics. It is important to study syntax to

understand how children acquire their language, how they start constructing

sentences and what stage do they learn the tacit syntactic rules of the language. 

Noam Chomsky (2004) cited that syntax is the study of the principles and

processes by which sentences are constructed in particular languages. Syntactic

investigation of a given language has as its goal the construction of a  grammar

that can be viewed as a device of some sort for producing the sentences of the
language under analysis.

Shaffer, et.al, (2002) postulates that syntax is one of the basic of

languages. It is the way in which humans come to understand meaningful

sentence formation. That is, the students will be able to develop their language

competence through the understanding of sentences they hear and read. They

added that the ability to understand sentence formation will enable the students

to work on their own sentence formations. Thus, enhancing their competency in

terms of language.

Semantics. It refers to the study of how language conveys meaning.

Using a broad definition of semantics, we investigated word features, the position

of information in paragraphs and in documents as a whole, and idea importance

(Isakson & Spyridaki, 2003). In this way, they claimed, the students are able to

properly comprehend or decipher meaning in a given text. With this, they are

given the opportunity to develop their own language competence since they will

be able to construct meaningful texts of their own.

Richard as cited by Saleh (2008) says meaning is what a language

expresses about the world we live in or any possible or imaginary word. This

expression of meaning, whether written or spoken, improves the students’ ability

to relate ideas in the second language. That is, Saleh added, expressing

meaningful idea and practice will develop the students’ language competence.
 Nikelasas cited by Pakpahan (2005) states that meaning is a complex

phenomenon involving relationship between a language and the mind of its

speakers and practical use to which it is put. In addition, language learners don’t

solely recognize and produce grammatically correct sentences but also they

comprehend its propositional content. They also added that there are two factors

that make semantics become important. First, meaning is strictly connected with

communication. A certain meaning can be delivered through communication and

it plays an important role in human life. Second, the process of human attempts

to comprehend the nature of meaning involves the mental ability by the use of

reasoning and perception. Thus, semantics is central to the study of

communication; and as communication becomes more and more crucial factor in

social organization, the need to understand it becomes more and more pressing.

Semantics is also at the centre of the study of the human mind-thought process,

cognition and conceptualization.

Semantics is a sub discipline of linguistics which focuses on the study of

meaning. The study added that semantics tries to understand what meaning as

an element of language and how it is constructed by language as well as

interpreted, obscured and negotiated by speakers and listeners of language

(University of Sheffield, 2012).

 Additionally, the word meaning can be defined in many ways, but the

definition most pertinent to linguistics and the one we will use is that meaning is

the function of signs in language. This understanding of meaning corresponds to

German philosopher Ludwig Wittgenstein's (2000) which cited that the meaning

of a word is its use in the language (in other words, the role a word plays in the

language). 

Moreover, Davidson (1984) cited in his study Language and Structure II:

Semantics and Pragmatics that semantic competence consists of the ability to

determine the meaning of a particular string of words. Since a particular string of

words may correspond to more than one syntactic structure, then semantic

competence consists of the ability to determine the meaning of a particular

syntactic structure. This ability also consists of the capacity to determine the

relationships between the meanings of distinct syntactic structures.

Vocabulary. Chang and Tang (2008) claimed that vocabulary is a

significant indicator of language competence especially on the tertiary level. On

the other hand, they indicated that insufficient vocabulary impedes various

learning activities which will, in turn, limit the development of language

competence. Since, according to Chang and Tang, the knowledge of words and

their meanings (vocabulary) will be of great help in the acquisition of language in

terms of reading and listening. More importantly, this knowledge of words and

their meanings will be of great help to students in terms of language competence

because they will be able to concretize their feelings, ideas, and expressions

through words. Moreover, motivation will increase the students’ interest and effort

in increasing their vocabulary and therefore their language competence.

According to Fontenchan and Gallego (2012), vocabulary knowledge is a

significant indicator of language learning, including language competence. In

addition, they pointed out, that vocabulary knowledge is crucial in language

competence because wide vocabulary knowledge enables a student to

understand and perceive a battery of words or utterances in the second

language. They added that through vocabulary the students are able to use the

second language competently because the students have a set of words at their

disposal. Also, they claimed that there is a positive link between motivation and

language competence. This is because they believe that motivation is relevant in

learning vocabulary and therefore enhancing language competence also.

Furthermore, they claimed that in order to attain rich vocabulary knowledge,

teachers need to create motivational practices that will drive students to learn

new words and practice what they have learned.

Vocabulary, as claimed by Berendes, Weinert, Zimmerman, and Artelt

(2013), is a central indicator of language competence. They claimed that in

knowing the vocabulary, students will be able to have knowledge of words and

meanings that they can use in practicing the language. However, they claimed

that to materialize this goal, the students should be motivated to sustain their
drive to be competent in terms of the second language. Furthermore, they

discussed that it is the responsibility of the teacher to ensure that students are

motivated to learn. The teachers can fulfil this responsibility by choosing and

applying motivational practices in the learning activities.

Marttinen (2008) also said that vocabulary plays a central role in the

second language acquisition, as well as language competence. She added that

the teacher in the 21st century is plagued with the problem of teaching vocabulary

to the students and making these students realize the importance of vocabulary

in the development of their language competence. Marttinen offered a solution to

this dilemma and that is to apply motivational practices in the classroom.

According to her, motivation increases the impetus of students to study new

words and constantly use those words in communication. Through this, the

students are able to enhance their language competence because they are

already constantly using the language as if it was their own.

In conclusion, the abovementioned studies establish that teachers’

motivational practices in terms of extrinsic and intrinsic motivation greatly affects

the language competence of the students in terms of phonology, morphology,

syntax, semantics, and vocabulary. That is, the students who are extrinsically

and intrinsically motivated are more likely to succeed in achieving language

competence. However, there are also studies that claim that there are still more
factors that would have greater effect on language competence than motivational

factors alone. These include

Theoretical Framework and Conceptual Framework

This study is anchored to Gardnerian Theory of Second Language

Learning Motivation which postulated that motivation plays a significant role in

students’ language competence. This theory is based on the definition of

motivation as the extent to which the individual works or strives to learn the

language because of the teachers’ motivational practices, the students’ desire to

learn the language and the satisfaction experienced in the activity.

This theory is supported by Deci and Ryan’s Self-Determination Theory

(2000) which explains that the nature of language learning in ESL is directly

related to motivation of the students. They constructed the motivation paradigm

on which they subdivided motivation into two: extrinsic and intrinsic.

Dornyei and Clement (2001) pointed out that motivational practice of

teacher in the classroom is a vital factor for students in learning the second

language. They stressed that teachers’ motivational practice influence language

learners extrinsically, intrinsically or both.

Dornyei and Ushioda (2011) added that teacher’s role is to motivate

students in learning the second language. Teacher’s promotion of a motivating

classroom environment is vital for students in achieving language competence.

Other teachers’ roles include; capturing students’ interest in language and

catching and sustaining their attention to learn the second language.

Moreover, as cited by Brown (2004), Bachman’s language competence

model is in consonance with Canale and Swain’s grammatical competence

model which claimed that language competence is concerned with mastery of the

linguistic code (verbal or nonverbal) including, phonology, morphology, syntax,

semantics and vocabulary knowledge.

Conceptual Framework

The study’s independent variable is the teachers’ motivational practices

with indicators as: extrinsic motivation which refers to the pressure or reward

from the outside force or social environment to learn the language; and intrinsic

motivation which refers to the internal factors or personal drives that motivate

students to learn the language.

On the other hand, the study’s dependent variable is the students’

language competence with the following indicators: phonology, morphology,

syntax, semantics and vocabulary. Phonology refers to the system of sounds in a

language and of the history of their changes that helps the students develop

language competence. Morphology refers to the ability of students to learn word

formation in developing language competence. Syntax, on the other hand, refers

to the ability of students to understand words and sentences in order to develop

language competence. In addition, semantics also refers to the ability of students

to understand the meaning of the words used in order to develop language

competence. Lastly, vocabulary refers to richness of words the students can use

in assisting them to develop language competence.

 INDEPENDENT VARIABLE DEPENDENT VARIABLE

Teacher’s Motivational Language Competence

Practice

 Phonology
 Extrinsic Motivation  Morphology
 Intrinsic Motivation  Syntax
 Semantics
 Vocabulary

Figure 1. The Conceptual Paradigm of the Study

Statement of the Problem

The purpose of this study is to determine the significant relationship

between the teachers’ motivational practices and the third year BSED-English

students’ language competence.

Specifically, the study answers the following questions:

1. What is the level of Teacher’s Motivational Practice in terms of:

1.1. Extrinsic Motivation

1.2. Intrinsic Motivation?

2. What is the level of Language Competence of USeP Third Year BSED-

English students in terms of:

2.1. Phonology

2.2. Morphology

2.3. Syntax

2.4. Semantics

2.5. Vocabulary?

3. Is there a significant relationship between Teacher’s Motivational Practice

and Language Competence?

Null Hypothesis

The null hypothesis is tested at 0.05 level of significance.

1. There is no significant relationship between teacher’s motivational

practice and language competence?

Scope and Limitation of the Study

This study is focused on teacher’s motivational practice and the level of

language competence among USeP Third Year BSED-English students. The

level of teacher’s motivational practice is determined by of extrinsic and intrinsic

motivation. The level of language competence in terms of phonology,

morphology, syntax, semantics and vocabulary. The coverage of this study is to

further determine the relationship between the teacher’s motivational practice

and the language competence.

Significance of the Study

It is in the hope of the researchers that the result of this study is greatly

significant to:

1. The University of Southeastern Philippines in designing relevant

programs in the curriculum that will enable employees, administrators and

powerhouse of mentors to effectively carry out their functions and

 responsibilities for the betterment of the institution’s academic

competence:

2. The teachers to enable them to provide appropriate instructional activities

and motivate students to learn their different fields that will eventually

develop and enhance leaner’s academic and language competence.

3. The learners that they may come to realize the importance of language

competence and language related activities in their continuous search

and exploration of knowledge, skills and right attitudes as motivated

learners.

4. The researchers that they may bear in their minds and hearts the

importance of conducting such study about teacher’s motivational practice

and how does it affect the language competence of the students. This

study is greatly significant to them since they can really use motivational

practices in their language disciplines in the future.

5. The future researchers that they may use the results, findings, and

further recommendations done by the researchers as basis to their new

search of study.

Definition of Terms

The terms used in this study are defined operationally as follows:

Motivation is defined as the impulse, emotion or desire that causes one to act in

a certain way (Diaz-Rico, 2008). In this study, motivation refers to the practices
used by the teachers that increase the students’ interests in developing language

competence.

Extrinsic Motivation according to Brown (2007) refers to the anticipation of a

reward from outside and beyond the self. In this study, extrinsic motivation also

refers to the pressure or reward from the outside force or social environment to

learn the language.

Intrinsic Motivation according to Raffini (1996) this is what motivates the

students to do something when they don’t have to do it. In this study, this refers

to the internal factors or personal drives that motivate students to learn the

language.

Language Competence in this study refers to the expected mastery of English

by the students when teacher applies motivational practices. The areas

measured in the competency are phonology, morphology, syntax, semantics and

vocabulary.

Phonology in this study refers to the system of sounds in a language and of the

history of their changes that helps the students develop language competence.

Morphology refers to the study of and description of word formation in a

language (Webster’s Dictionary, 2010). In this study, this refers to the ability of

students to learn word formation in developing language competence.

Syntax according to Webster’s Dictionary (2010) this refers to the arrangement

of words in a sentence. In this study, syntax refers to the ability of students to

understand words and sentences in order to develop language competence.

Semantics refers to the study of development of the meaning of words. In this

study, semantics refers to the ability of students to understand the meaning of

the words used in order to develop language competence.

Vocabulary in this study, vocabulary refers to richness of words the students can

use in assisting them to develop language competence.

 Chapter 2

METHODS

This chapter presents the methods used in this undertaking. This includes

the following: Research Design, Respondents, Data Gathering Tool, Data

Gathering Procedure and Data Analysis.

Research Design

This research work employed the descriptive-correlation method. The

descriptive-correlation method entails gathering of data in order to test

hypotheses or answer questions pertaining to the current status of the subject

being understudied. Hence, this method was utilized in describing relationship

between teacher’s motivational practice and language competence of Third Year

BSED-English students of USeP-Tagum.

Respondents

The respondents of this study are the 3 rd year BSED-English students of

USEP Tagum-Mabini Campus. This is so, because the 3 rd year students have

already taken-up English 11: Structure of English Language which primarily

meets the criteria of having knowledge on the second language system. The total

number of respondents is 85, since third year BSED-English is composed of two

sections namely: 3SE1 and 3SE2.

Data Gathering Tool

In this study, the data were gathered by administering two adapted

instruments namely: Teacher’s Motivational Practices Questionnaire and

Language Competency Test.

The Teacher’s Motivational Practices Questionnaire contained two

indicators namely: Extrinsic Motivational Practices and Intrinsic Motivational

Practices. Each indicator has 10-item statements and with a total of 20-item

statements. This instrument measured the teacher’s practices in the classroom

specifically the employment of motivational strategies. The respondents respond

to each statement on a 5-point Likert Scale.

The responses of the respondents in all statement indicators of the

questionnaire used the following using scale, descriptive equivalent and

interpretation below.

Scale in the Descriptive Interpretation

Questionnaire Equivalent
5 Always The selected teacher’s motivational

practices variable predictor statement is at

all times experienced by the third year

BSED-English students.
4 Oftentimes The selected teacher’s motivational

practices variable predictor statement is

oftentimes experienced by the third year

BSED-English students.
3 Seldom The selected teacher’s motivational
 practices variable predictor statement is

occasionally experienced by the third year

BSED-English students.
2 Rarely The selected teacher’s motivational

practices variable predictor statement is

not often experienced by the third year

BSED-English students.
1 Never The selected teacher’s motivational

practices variable predictor statement is

not at all times experienced by the third

year BSED-English students.

The responses on each item statement were interpreted accordingly.

Range of means stated below is the basis of responses in all items of each

indicator. This would provide a typical index of the item statements in the

questionnaire.

Range of Means Descriptive Interpretation

Equivalent
4.50-5.00 Very high This indicates that the indicator for

teachers’ motivational practices is always

manifested about 9-10 out of 10

occasions.
3.50-4.49 High This indicates that the indicator for

teachers’ motivational practices is

oftentimes manifested about 7-8 out of 10

occasions.
 2.50-3.49 Moderate This indicates that the indicator for

teachers’ motivational practices is seldom

manifested about 5-6 out of 10 occasions.

1.50-2.49 Low This indicates that the indicator for

teachers’ motivational practices is rarely

manifested about 3-4 out of 10 occasions.

1.00-1.49 Very low This indicates that the indicator for

teachers’ motivational practices is never

been manifested about 0-2 out of 10

occasions.

On the other hand, Language Competency Test contained five indicators

namely: Phonology, Morphology, Syntax, Semantics and Vocabulary. Each

indicator has 15 test- items and with a total of 75 test-items. This instrument

measured the language competence of the respondents of the English language.

The responses of the respondents in each indicator of the test used the

following the following parameter limit that includes range of means, descriptive

equivalent and interpretation below.

Range of Means Descriptive Interpretation

Equivalent
4.50-5.00 Proficient The respondent is able to manifest

mastery of knowledge and language skill

 in about 13-15 correct responses out of 15

items.
3.50-4.49 Competent The respondent is able to manifest enough

knowledge and language skill in about 10-

12 correct responses out of 15 items.

2.50-3.49 Average The respondent is able to manifest

satisfactory knowledge and language skill

in about 7-9 correct responses out of 15

items.
1.50-2.49 Fair The respondent is able to manifest little

knowledge and language skill in about 4-6

correct responses out of 15 items.

1.00-1.49 Beginning The respondent is able to manifest very

low or no knowledge and language skill in

about 0-3 correct responses out of 15

items.

Data Gathering Procedure

In gathering data for this study, the researchers followed the following

procedure:

The researchers have sent a letter to the USeP-Tagum Registrar’s Office

asking for the list of the Third-Year BSED-English Students. The said letter asked

for the complete class list of BSED-3E1 and BSED-3SE2.

 Another letter was sent to USeP-Tagum CTET Dean, asking permission

for the conduct of the study in the two respective sections of Third Year BSED.

The Dean had duly signed the letter allowing the researchers to conduct the

study.

Upon approval, the researchers distributed and administered the

questionnaire for Teacher’s Motivational Practices and the test for Language

Competence.

The data were retrieved, collected, tallied, tabulated, and interpreted

confidentially and accordingly.

Data Analysis

In the analysis of data, the following statistical tools were employed:

Mean. This is used to answer statement problems 1 and 2 which were to

determine the level of Teacher’s Motivational Practice and the level of Language

Competence of USeP Third Year BSED-English students.

Pearson r. This is used to answer statement problem 3 to verify if there is a

significant relationship between Teacher’s Motivational Practice and Language

Competence of USeP Third Year BSED-English students.

 Chapter 3

RESULTS AND DISCUSSION

Shown in this chapter are the results of the study relative to the questions

posted in Chapter 1. Results are presented and examined under the following

sub-headings: Extrinsic Motivation; Intrinsic Motivation; and Language

Competence of Third Year BSED-English Students.

Teachers’ Motivational Practice

Table 3.1 exhibits the result of the study as the summary level of Extrinsic

Motivation among Third Year BSED-English students. The grand overall mean is

3.59 and standard deviation of 0.445 with high descriptive equivalent. This is

further interpreted as the item statement being oftentimes manifested in about 7-

8 out of 10 occasions.

Giving of praises to students for public recognition gets an overall mean of

3.87 and standard deviation of 0.673 with high descriptive equivalent; Setting up

a cooperative learning activity, or explicitly encouraging students to help one

another and/or offering suggestions how best to do this having an overall mean

of 4.06 and standard deviation of 0.683 with a high descriptive equivalent;

Offering students tangible rewards for successfully taking part in an activity gets

2.26 overall mean and 1.131 standard deviation with a low descriptive equivalent;
Offering praise for effort or achievement that is sincere, specific and

commensurate with the students’ achievement gets an overall mean of 4.01 and

standard deviation of 0.814 with a high descriptive equivalent; Celebrating

students’ or groups’ success, risk-taking or effort by applauding having an overall

mean of 3.76 and standard deviation of 0.939 with a high descriptive equivalent;

Using competition in the class with 3.42 overall mean and 0.853 standard

deviation with a moderate descriptive equivalent; Imposing punishment to

students who aren’t working the tasks and activities gets an overall mean of 3.06

and standard deviation of 1.144 with a moderate descriptive equivalent;

Providing appropriate strategies and /or modelling them so as to lead students to

complete an activity successfully having 3.96 overall mean and 0.685 standard

deviation with high descriptive equivalent; and Encouraging students to do their

homework for grades gets an overall mean of 3.61 and standard deviation of

0.994 with a high descriptive equivalent; Encouraging students to take part in the

task for the tangible outcome of their task with 3.86 overall mean and 0.971

standard deviation with a high descriptive equivalent. Item indicators number 1

and 2, 4 and 5, and 7 to 10 connote that the item statement is oftentimes

manifested about 7-8 out of 10 occasions. Item indicator number 3 indicates that

the item statement is rarely manifested about 3-4 out of 10 occasions. Lastly,

item indicators number 6-7 signify that the item statement is seldom manifested

about 5-6 out of 10 occasions.

 Table 3.2 displays the result of the study as the summary level of Intrinsic

Motivation among third year BSED-English students. The grand overall mean is

3.94 and standard deviation of 0.517 with high descriptive equivalent. This is

further interpreted that the item statement is oftentimes manifested about 7-8 out

of 10 occasions.

Giving the learners control and choices in the process of learning with

3.71 overall mean and 0.844 standard deviation with high descriptive equivalent;

Raising the students’ expectations that activities are going to be interesting

and/important having an overall mean of 3.87 and standard deviation of 0.847

with a high descriptive equivalent; Creating opportunities for the students to

express personal meanings in the class gets an overall mean of 4.30 and

standard deviation of 0.741 with a high descriptive equivalent; Connecting or

engaging constantly with the learners with 4.21 overall mean and 0.729 standard

deviation with a high descriptive equivalent; Encouraging students to correct their

own mistakes, revise their own work, or review/correct their peers’ work having

an overall mean 3.74 and standard deviation of 0.995 with a high descriptive

equivalent; Helping students develop an internal locus of control gets an overall

mean of 3.56 and standard deviation of 0.750 with a high descriptive equivalent;

Creating multiple skill assessments that students choose to take with an overall

mean of 3.61 and standard deviation of 0.864 with a high descriptive equivalent;

Incorporating students’ life and stories in the classroom having an overall mean

of 3.92 and standard deviation of 0.810 with a high descriptive equivalent;

Allowing students to experience meaningful activities gets an overall mean of

4.23 and standard deviation of 0.750 with a high descriptive equivalent; and

Encouraging students for self-reflection with an overall mean of 4.21 and 0.808

standard deviation with a high descriptive equivalent. All item indicators connote

that the item statement is oftentimes manifested about 7-8 out of 10 occasions.

Table 3.3 exhibits the result of the study as the summary level of

Teachers’ Motivational Practice among Third Year BSED-English students. The

grand overall mean is 3.59 and standard deviation of 0.445 with high descriptive

equivalent. This is further interpreted that the item statement is oftentimes

manifested about 7-8 out of 10 occasions.

Extrinsic Motivation gets an overall mean score of 3.59 and standard

deviation of 0.445 with high descriptive equivalent. Whilst Intrinsic Motivation has

an overall mean of 3.94 and standard deviation of 0.517 with high descriptive

equivalent. All item indicators connote that the item statement is oftentimes

manifested about 7-8 out of 10 occasions.

The result for Extrinsic Motivation means that the third year BSED-English

students are highly motivated by their environment. The Teachers’ Motivational

Practices is high since the overall mean of Extrinsic Motivation and Intrinsic

Motivation is 3.76 and standard deviation of 0.432 with high descriptive

equivalent. This mean that Extrinsic and Intrinsic Motivation used by the teachers

are high in motivating the students.

This is supported by Ryan and Stiller (2000) that intrinsic motivation is a natural

wellspring of learning and achievement that can be systematically catalyzed by

teacher practice. Because intrinsic motivation results in high-quality learning and

creativity, it is especially important to detail the factors and forces that engender

versus undermine it. On the other hand, extrinsic motivation requires students

will more likely adopt and internalize a goal if they understand it and have the

relevant skills to succeed at it.

Language Competence

Table 3.4 shows the result of the study as the summary level of language

competence of third year BSED-English students. The grand overall mean is

9.68 and standard deviation of 1.202 with competent descriptive equivalent

indicating that the item statement is satisfactorily manifested in about 10-12

correct responses out of 15.

Phonology gets an overall mean of 4.08 and standard deviation of 2.00

with a fair descriptive equivalent; Morphology has an overall mean of 9.29 and

standard deviation of 3.18 with an average descriptive equivalent; Syntax with

12.39 overall mean and 2.00 standard deviation with a competent descriptive

equivalent; Semantics gets an overall mean of 12.24 and standard deviation of

2.27 with a competent descriptive equivalent; and Vocabulary with a 10.42

overall mean and 3.28 standard deviation with a competent descriptive

equivalent. All item indicators connote that the item statement is satisfactorily

manifested in about 10-12 correct responses out of 15.

The result of the mean (4.08) and standard deviation (2.00) of Phonology

has a descriptive equivalent of fair. However, this result did not affect the level of
Language Competence which resulted to a competent descriptive equivalent.

The third year BSED-English students have a low competency level in terms of

phonology but are still competent in terms of language since the level of their

language competence resulted to a competent descriptive equivalent.

Furthermore, this implies that even when the competence level of the students

are low, they can still be competent in terms of the second language.

Morphology, which has an overall mean of 9.29 and standard deviation of

3.18, resulted to an average descriptive equivalent. This means that the third

year BSED-English students have an average competency level in morphology.

However, this did not affect their language competence, since it resulted to a

competent descriptive equivalent. This further implies that an average

competence in morphology will not be a hindrance for a student to attain

competence in language.

Syntax, which has a 12.39 overall mean and 2.00 standard deviation with

a competent descriptive equivalent means that the third year BSED-English

students are competent in terms of syntax. That is, they have the ability to

understand words and sentences in order to develop language competence.

According to the study conducted in University of Sheffield (2012), it is important

to acquire syntax since it is one of the basic aspects of language which highly

contributed to language competence.

Semantics resulted to an overall mean of 12.24 and standard deviation of

2.27 with a competent descriptive equivalent. This signifies that the third year
BSED-English students are competent in terms of understanding the meaning of

the words used in order to develop language competence. Wittgenstein (2010)

supports this by claiming that competence in semantics results to competency in

language.

The result of Vocabulary, which is an overall mean of 10.42 and 3.28

standard deviation with a competent descriptive equivalent, means that the third

year BSED-English students are competent in vocabulary. That is, the students

have a richness of words that they can use in assisting them to develop language

competence. This is supported by Chang and Tang (2008), who claimed that

knowledge of words and their meanings (vocabulary) will be of great help in the

acquisition of language in terms of reading and listening. More importantly, this

knowledge of words and their meanings will be of great help to students in terms

of language competence because they will be able to concretize their feelings,

ideas, and expressions through words.

Teachers’ Motivational Practice and Language Competence

Table 3.5 shows the significant relationship between Teachers’

Motivational Practice and Language Competence of Third Year BSED-English

students. Teacher’s motivational Practice has an overall mean of 3.76 and

Language Competence has 9.68. The R-value is -0.155 and the P-value is 0.159

which resulted to no significant relationship between the two variables. Thus,

accepting the null hypothesis stated in Chapter 1 of this research.

 The abovementioned results mean that the Language Competence of the

Third Year BSED-English students is affected to a percentage of 15.5% by

Teachers’ Motivational Practice. This implies that the motivational practices of

the teacher will not largely affect the development of the language competence of

students. That is, there are 85.5% other factors that affect language competence.

Furthermore, the R-value is negative which means that there is very little or no

correlation of the two variables used in the study.

 Chapter 4

SUMMARY, CONCLUSIONS, AND RECOMMENDATION

Summary

The study was designed to determine the significant relationship between

teachers’ motivational practices and the third year BSED-English students’

language competence.

The study generated the following findings:

1. The level of Teacher’s Motivational Practices in terms of Extrinsic

Motivation is 3.59. While in terms of Intrinsic Motivation is 3.94.

2. The level of Language Competence of USeP Third Year BSED-English

students in terms of: phonology with a mean of 4.08; morphology 9.29

mean; syntax with a mean of 12.39; semantics which has a mean of

12.24; and vocabulary which has 10.42 mean. The overall mean for the

level of Language Competence is 9.68.

3. There is no significant relationship between teachers’ motivational

practices and language competence since the p-value, which is 0.16, is

greater than the set 0.05 significance level. Also, because only 15.5%,

from the r-vaue of -0.155, is the effect of teachers’ motivational practice on

language competence.

Conclusion
 Based on the findings of the study, the researcher arrived at the following

conclusions:

1. The level of Teacher’s Motivational Practices in terms of Extrinsic

Motivation is high. This means that teachers uses extrinsic motivation

oftentimes in the classroom.

2. The level of Teacher’s Motivational Practices in terms of Intrinsic

Motivation is high. This implies that the teachers are always utilizing

intrinsic motivational practices in the classroom.

3. The summary level of Teacher’s Motivational Practices is high. This

connotes that the teachers are oftentimes using motivational practices in

teaching the students the second language.

4. The level of Language Competence among BSED-English students is

competent. This means that the said students have the ability to

competently use the second language.

5. There is no significant relationship between Teachers’ Motivational

Practices and Language Competence of Third Year BSED-English

students. This means that motivational practices alone are not enough to

enhance the language competence of students.

Recommendation

In view of the findings of the study, the following recommendations are

offered by the researchers:

University of Southeastern Philippines. As the institution that is

expected to produce word-class graduates, the university should create

programs that would help the students to develop competency in terms of

language. Also, they should build organizations that would cater the skills the

students already have.

Teachers. The teachers should be able to find more ways, other than the

motivational practices, to enhance the students’ language competence to attain

the university’s vision to produce world-class graduates.

Students. The students should be aware that teachers’ motivational

practices is not the only way to gain competency in terms of the second

language. That is, there are other strategies that they can use to develop their

competency in language.

Researchers. The researchers are recommended to study more factors

that affect language competence.