Intrinsic Motivation in English Language Learning: Impacts on Student Autonomy, Competence and Relatedness
Keywords:
intrinsic motivation, autonomy, competence, relatedness, academic performance in EnglishAbstract
This study assessed the level of intrinsic motivation in terms of autonomy, competence, and relatedness toward the academic performance in English of the students of Ayungon National High School (ANHS). Data gathered were analyzed using weighted mean, percentage, mean,spearman rank-order, and chi-square test. Results revealed that most of the student respondents are 14 and are represented by female students and verbal learners. There is also no relationship between their profile and intrinsic motivation. In the students’ intrinsic motivationfor autonomy, all the indicators were frequently true with weighted means from 3.54 to 4.03. In terms of competence, all the indicators are also frequently true, with weighted means from 3.69 to 4.08. In terms of relatedness, almost all the indicators are frequently true with weighted means of 3.75 to 3.88, except for one, which is sometimes true with a weighted mean of 3.34. The mean of the students’ academic performance based on their grades is 81.78, with a verbal description of satisfactory and a standard deviation of 5.30. On the relationship between the intrinsic motivation of the students and their academic performance in English, a significant relationship exists in terms of competence (p < .000) and relatedness (p < .000), while there is no significant relationship between students’ sense of autonomy and academic performance in English (p = 0.133). This study therefore recommends that the Learning Strategies Guide be implemented for the students to be intrinsically motivated in learning the English language.
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