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...

Full description

Bibliographic Details
Main Authors:	Macayan, Jonathan Veran, Quinto, Edward Jay Mansarate, Otsuka, Julius C., Cueto, Allyzsa Bernadette S.
Format:	Article
Language:	English
Published:	Penerbit Universiti Kebangsaan Malaysia 2018
Online Access:	http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/1/20419-69257-1-PB.pdf

id	ukm-13581
recordtype	eprints
spelling	ukm-135812019-10-26T22:39:57Z http://journalarticle.ukm.my/13581/ Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis Macayan, Jonathan Veran Quinto, Edward Jay Mansarate Otsuka, Julius C. Cueto, Allyzsa Bernadette S. 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. Penerbit Universiti Kebangsaan Malaysia 2018-02 Article PeerReviewed application/pdf en http://journalarticle.ukm.my/13581/1/20419-69257-1-PB.pdf Macayan, Jonathan Veran and Quinto, Edward Jay Mansarate and Otsuka, Julius C. and Cueto, Allyzsa Bernadette S. (2018) Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis. GEMA: Online Journal of Language Studies, 18 (1). pp. 51-68. ISSN 1675-8021 http://ejournal.ukm.my/gema/issue/view/1073
repository_type	Digital Repository
institution_category	Local University
institution	Universiti Kebangasaan Malaysia
building	UKM Institutional Repository
collection	Online Access
language	English
description	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.
format	Article
author	Macayan, Jonathan Veran Quinto, Edward Jay Mansarate Otsuka, Julius C. Cueto, Allyzsa Bernadette S.
spellingShingle	Macayan, Jonathan Veran Quinto, Edward Jay Mansarate Otsuka, Julius C. Cueto, Allyzsa Bernadette S. Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
author_facet	Macayan, Jonathan Veran Quinto, Edward Jay Mansarate Otsuka, Julius C. Cueto, Allyzsa Bernadette S.
author_sort	Macayan, Jonathan Veran
title	Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
title_short	Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
title_full	Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
title_fullStr	Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
title_full_unstemmed	Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis
title_sort	are filipino students’ l2 learning goals performance- or masteryoriented? an explanatory sequential analysis
publisher	Penerbit Universiti Kebangsaan Malaysia
publishDate	2018
url	http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/ http://journalarticle.ukm.my/13581/1/20419-69257-1-PB.pdf
first_indexed	2023-09-18T20:05:10Z
last_indexed	2023-09-18T20:05:10Z
_version_	1777407110322061312

Are Filipino students’ L2 learning goals performance- or masteryoriented? An explanatory sequential analysis

Similar Items