Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
Whether students’ goals for learning English as a second language (L2) are oriented towards performing better than others or mastering one’s skills had not been traditionally investigated in language motivational research. Premised on Pintrich’s (2000) revised achievement goal theory, this explan...
| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
Penerbit Universiti Kebangsaan Malaysia
2018
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| Online Access: | http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/1/20419-69257-1-PB.pdf |
| Summary: | Whether students’ goals for learning English as a second language (L2) are oriented towards
performing better than others or mastering one’s skills had not been traditionally investigated
in language motivational research. Premised on Pintrich’s (2000) revised achievement goal
theory, this explanatory sequential research (Creswell, 2014) examined the influence of
learners’ goal orientation in L2 to their writing and speaking performances. 162 Filipino
students enrolled in an English for Academic Purposes (EAP) course in a University in
Manila participated in the study. They initially accomplished the Goal Orientation in A L2
Scale (GOALS) developed to fit the current context, α= .93. Then, they took two language
tests, i.e., a group conversation in English for L2 speaking and an individual essay for L2
writing. Both were administered in the EAP classes as an entry requirement. Analyses
yielded significant results on the influence of goal orientation on both speaking and writing.
Results suggest that students with a performance orientation to L2 learning performed
significantly better than those with either a mastery or a multiple goal orientation. In keeping
with the sequential design, the researchers proceeded with semi-structured interviews among
nine purposefully selected respondents to understand the quantitative results in greater detail.
The follow-up interviews focused on two aspects of the statistical results: maladaptive
influence of multiple orientation and the adaptive influence of performance orientation in L2
learning. The paper closes with implications for research and language teaching. |
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