ENGLISH LANGUAGE ANXIETY

AND LEARNING MOTIVATION

AMONG NON-CEBUANO
SPEAKING MARITIME STUDENTS
KAY P. DIAZ, Dev. Ed.
Definition of Terms

• English Language Anxiety

• Learning Motivation

• Maritime Students

• English 3 (SEASPEAK)

• Academic Performance
ENGLISH LANGUAGE ANXIETY AND LEARNING MOTIVATION
AMONG NON-CEBUANO SPEAKING MARITIME STUDENTS

Rationale

• Human Error
• Communication barrier
• MARTEL
• English language anxiety
• Mother-tongue
• Motivation

Note: This is just a discussion guide. Make sure to elaborate

during presentation. You may use pictures, memes, popular
Facebook posts, or proverbs to start your presentation.
Conceptual Framework of the Study

Teacher-Induced
Anxiety
Speaking
Intrinsic

Reading
Language
Anxiety Motivation
Writing
Academic
Performance Extrinsic
Listening

Figure 1. Foreign Language Classroom Anxiety

Statement of the Problem

This research determines the relationship between English

language anxiety, learning motivation and performance in English
3(SEASPEAK) of Non-Cebuano speaking maritime students of the
University of Cebu-Maritime Education and Training Centre for the
School Year 2017-2018. Specifically, this study intends to answer the
following questions:

1. What is the profile of students as to:

a. the level of English language anxiety, and
b. the level of English learning motivation?
2. What is the English 3 performance of the students during the
School Year 2017-2018?

3. Is there a significant relationship between the profile and

academic performance of students?

4. Based on the findings, what appropriate programs can

be proposed?
Statement of Hypothesis

H0 = There is no significant relationship between the profile

and academic performance of the students.
Significance of the Study

This study will stand to benefit the following:

• Maritime Students

• University of Cebu-METC

• Maritime Industry

Note: Discuss benefits during presentation.

 RESEARCH METHODOLOGY
Research Design

This research will use a descriptive-correlational survey. As it

will determine the impact of English language anxiety and motivation to
the academic performance of maritime students.
INPUT PROCESS OUTPUT

 English  Descriptive-  Proposed

language Correlation Action
anxiety  Data Plan
 Learning Gathering
motivation  Data
 Academic Analysis
performance  Conclusion

Figure 1. Research Flow

Research Environment

UC-METC

Research Respondents

Purposive Sampling
Selection Criteria: English 3 Students
Non-Cebuano Speaking
(Korean, Waray, Bicolano, etc.)
Complete Enumeration

Note: You may insert picture of your research locale and

put Research Respondents on a separate slide.
Research Instruments

*24-item Foreign Language Classroom Anxiety Scale

(FLCAS) by Tsai and Chang

Foreign Language Classroom Anxiety Questionnaire.docx

*16-item English Language Learning Motivation Scale

(ELMS) by Tsai and Chang

Foreign Language Learning Motivation Questionnaire.docx

*50-item English 3 Departmental Exam

*25-item Practical Exam

c/o UC-METC Assessment Office

All the items are placed on a 5-point Likert scale
ranging from “strongly disagree” to “strongly
agree”.

Foreign Language Classroom Anxiety Scale is used to

measure two dimensions of foreign language classroom
anxiety: English use and test anxiety (questions 1 to 9), and
English language class anxiety (questions 10 to 24).

Foreign Language Learning Motivation Scale is

directly adopted and developed from the Motivation Test
Battery (Gardner and Lambert 1972), and designed to
measure four dimensions of motivation: integrative
orientation (questions 1 to 4), instrumental orientation
(questions 5 to 10), resultative orientation (questions 11 to
13) , and intrinsic orientation (questions 14 to 16).
Treatment of Data

Mean, standard deviation, median, mode, and

score range will be calculated to determine the extent of
anxiousness felt by students in English language classrooms
and their motivation to learn English.

Correlation analyses and regression analyses

will be run to explore relationship between foreign language
anxiety, motivation, and academic performance.
REFERENCES
• C. C. Tsai & I. Chang (2013) “The study on motivation and
anxiety of English learning of students at a Taiwan
technical university ” Retrieved from: www.ea-
journals.org

• E.K. Horwitz, M. B. Horwitz, J.Cope (1986)“Foreign language

classroom anxiety” The Modern Language Journal, Vol. 70,
Retrieved from: http://www.jstor.org/stable/327317 .

• Gardner, R. C., Masgoret, A. M., Tennant, J., & Mihic, L,

(2004). Integrative motivation: Changes during a year-long
intermediate-level language course. Language Learning, 54,
1-34.
• M. Liu (2006) Anxiety in EFL classrooms: causes and
consequences, “ TESL Reporter, Vol . 39 Retrieved from
http://scholar.google.com

• M. Liu and J. Jackson (2008), “An exploration of Chinese EFL

learners’ unwillingness to communicate and foreign
language anxiety,” The Modern Language Journal, Vol. 92
Retrieved from: onlinelibrary.wiley.com

References Details.docx
Thank you.