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Introduction In todays generation, learning English language is very difficult specifically if it is not your own native language. One recognize that English is our universal language, its important to learn for us to communicate effectively. English language has become a global language or means for international communication. English is the subjects that students need to give their willingness to learn and instructors need to explain the student with encouragement. Also, if the students encourage learning English language they will try their best, be motivated and willing to learn the language. These will be one of the teacher things to do, to encourage and partake the students to practice speaking English in the classroom so that they will adapt and use speaking English when they go to the other places. For effective communication, there is need to attain mastery to go beyond in many traits. Each character steered this revision to be more knowledgeable about the different circumstances of students on why some students fail due to lack of motivation, low self-esteem and how students get ahead through motivation. Some students cannot participate well in class because they are not motivated, but most of the learners are motivated to study and strive hard to understand and learn English language. Motivation is important for each learner because there are capable to appreciate more specifically in language learning. This is the main reason for peoples actions, needs, and desire. Motivation is also ones decree to action or what causes a person to want to iterate a behavior. To motivate the learners ismaximumvitalmanagementduties. Itincorporatethe competency toapprehendwhat driveshumans,to communicate, to affect, challenging, to beer up, setting an example, to develop and unfold, coach, to attain feedback , and to give a just reward. Every learner has a greater prospect than exhibiting. The attribution is commonly to the Millennial Generation or not, it is clear that the mores in which students are motivated to engross in higher education has been changing and will continue to alter rapidly. The more an individual is motivated, they are more easy to be taught, and as well as easy to be understand. The behavioral attitude among students really unveil their good behavior such as having focus and reading English books as well or speaking English everywhere. Consequently, attitude as an important element can improve their language learning (Yang 2010). The main reason in coming to this perspective is that most of our college learnershaveloss ofmotivation to learn English. While most of them have unspecified sense that whether English will be useful for my future or not, students do not have any idea what that means, nor it is a very strong motivator for them it is too uncertain and too far off (BBC Teaching English, 2017). In addition,Englishisone amongstthe foremostinaccuratelanguagein theworld.Thissimplyand generally learned second language anditsone amongstthe accepted languages. Several people have cultured it as their subsequent language than their native speakers (Crystal 2006). Moreover, English is the utmost spoken language in other country like United Kingdom, United States, and it is common spoken in some areas of the country. It is co-reliablelanguage of the United Nation and of many other countries and regional international organizations. In this language, it has a huge vocabulary, and counting exactly how many words it has is impossible. Speaking English will help to communicate other people from country to other country (Crystal, 2003). In connection, Sirbu (2015) stated that language is a means of communicating with other people. The reason why each of individual conducted this paper is to show that the universal language is most vital structures of a community. The need to communicate triggers both the happening and the progress of a language and this need arises and becomes stronger and stronger when one has someone else to communicate with, i.e. where there is an association. It is this many aspects in studying the same object that makes language a eternal phenomenon. However, learning an English language or the second language requires conscious efforts to learn and the coverage to the second language in most cases is limited (Yang, 2009). Majority of the students have favored classroom instruction for the second language obtainment. Their so many factors that affect the development of learning the Universal language or the English language, including attitude, self-confidence, motivation, duration of exposure to the language, classroom conditions, environment, family background, and availability of competent teachers (Yang, 2009). The authors took up a study on analyzing the various reasons for the problems faced by the second language learner .The reasons identified were environment, attitude and teachers competence. Environment and family encouragement can play alargefunctionofcarrying outtheachievementofstudying. within thea hitobtainment of2dlanguageappearsto a degree, contingent upon thebeginnersbeliefoflearningthe English languageatmosphereand thegetting to knowscenario,and the wayrookiesview the language-gaining knowledge of how they understand the target language and its speakers (Yang, 2009). In addition, the teachers competence is also a variable factor which canhave an outcome onthe English languagegaining knowledge of. Thetrainermustbeproficientandskilledin itslessonsof the language mastering. The teacher should be proficient in the language his knowledge of and expertise in methods and techniques of language teaching should be of a reasonably high standard (Yang, 2009). The most important findings of the reviewed studies were (1) teachers experienced great difficulty in making students understand English and (2) there was a major relationship between the problems faced by the students in pronunciation, learning grammar, knowledge of sentence pattern, memorization without understanding. According to Karauglu (2008) inquiry, Motivating Language Learners to Succeed quote that motivation plays an important role of each individual in learning the language. Language teachers cannot teach successfully if they do not prepare and understand the connection among motivation and its outcome on achieving the language learning. Commencing the word motivation, it might be call passion, which tells to a persons wants and essential goals. Moreover, for learners that are passionate in learning they must know their preferences, about their weaknesses and strengths. Effective language learning is link to the learners passion and desire. Also, teachers should find ways in order to connect those passion so that learners will be motivated and encourage to learn. Each learners need an interaction, good instruction, and chances for meaningful outcomes not just only to make progress, but also to maintain motivation, enhance the learning and knowledge in that specific language. A good teacher, must tap into a lot of various activities bases of intrinsic motivation and determine to connect them with external motivational factors that can be bring to a effective classroom setting for active language learning. This is particularly important when English subject cannot realize as important to the students direct needs, because each of the learners have different purpose and reasons in learning a specific language. It is important for teachers to identify students purposes, attitude and needs to advance proper motivational strategies for them to apply when they starting teaching the learners. The learners should understand why they need to make an extra effort, boost self-esteem and confidence, how long they must bear an activity, how tough they should pursue it, and how they are motivated towards their dreams. Furthermore, teachers must be fully equipped to their teaching whereas, for the learners also to improved more their learning through the language. Teachers must first consider their own feelings towards coaching.Otherwise, teachers must take into a consideration that each learner has a different interests and potentialsingetting to knowthe language. Motivation is commonly define as the strength that consider for the encouragement, choice, path, and extension of the conduct. Intruth,its farfrequently use to describe certain kinds of behavior. Student who strive hard and tries to have a top grades may describe as being highly motivated, while their classmate may say that, he or she is finding it hard to get motivated. In this statement, it imply that motivation has a most important role and it can influence on our behavior to achieve our goals and success in life. (BBC Teaching English, date retrieved, November 18, 2017). Motivation can be a model used to define the factors within an individual, which maintain and direct behavior towards a goal, which is each of the language learner successfully learned that specific language. Moreover, in the meantime the language learning involves an enduring time commitment, it surely makes sense that motivation would be linked with the second language achievement, and the motivated individuals would be more expected to give their time required to learn the language. Its also accurate that having a positive specific goal in the language learning helps the students to focus their skills in learning, give extra efforts/determination to improve and maintain their motivation in learning the language (Masgoret and Gardner, 2003). Theoretical and Conceptual Framework This study was anchored in the Theory of Motivation advanced by Matsubara (2001). While research on motivation pay much attention to identify the types of motivational components that exist among Second Language (L2) learners, the review of literature indicates that involvement of classroom learning process to understand motivation was hardly focused in the past studies. Only recently, several researchers started to focus on the learner motivation in relation to classroom learning however, it is still limited to analyze the motivation from broader context and do not provide insight into deeper understanding of human motivation in relation to classroom learning. The review of the literature is present in terms of integrative and also lastly the instrumental inspiration dichotomy. Then the suggestion is making by considering group dynamics for the further research on motivation from educational perspectives. In addition according to Pit Corder as cited by Dornyei Ushioda, (2009) research article Teaching and researching Motivation, its necessary that a human being will learn a language he/she is exposed to the language data. A years ago, this statement was given and from then on theres a lot of perspectives and studies investigated about the essence of motivation and the influence of improving learning a subsequent language. According to McKay, (2002), that at the same time, the world has also witnessed the development of globalization, more mobility, andthe shortdevelopmentof media technologies all contributing in enhancing the persistent pace of learning global English. In other words, the past world has transformed preciously it is now currently distinguish by the socio-cultural and linguistic flexibility and diversity, where language learning has become complicated existing subject matters and the focus is the socio-linguistic. According to Shafaei Nejati (2008), recently that those who persist in the field of second language learning motivation have actually started to investigate what this evolving global phenomena may suggest for how the scholars hypothesize the motivation to acquire skillful in inclusive English as second language for individuals. In other words, motivation insecondlanguage is presently in the process of being completely recall and reconstructed. As to college, (Cabigon, 2015) according to Dean Rosario Alonzo, the University of the Philippines College of Education ensures this by emphasizing to its students that English is a skill to use for communication. Secondly, Anne (2011) cited that consequently being a successful student also means being proficient in the languages or medium of instruction used in school, and English is unique of them. With regards to gender, Noack (2015) found out that in most of the countries that were measured girls were the better and can easily understand atgetting to knowthe English language than boys. The surveysuggeststhat the implication fromthe global valuation of English as anexternalLanguage, girl really also outdone boys In relations of the types of secondary school graduated, U.S. Department of Education, 2016 English Language Learners in Public Schools, The percentage of public school students in the United States who were English language learners (ELLs) was higher. According to Sadeghim and Richards (2015), cited opportunities to acquire spoken English through the public school system are very limited. As to the parents education, Butler (2014), in his study examined how parents socio-economic status (SES) which included parents education, behaviors and beliefs about their childrens English education which influenced childrens motivation to learn English in China. Department of Education. This would help them to improve the curriculum in order from the students to be more proficient in acquiring the foreign language. College of Teacher Education. This would help them the college to update strategies in making English language easier to understand. Faculty. This would help them to provide information in the aspects of motivation of second language learners for them to create a better environment of language acquirement for the students. Students. This would help them to adjust to the situation on the students attitude towards acquiring the second language. Parents. This would help them to guide and motivate their children to learn English as second language. Future Researchers. This would help the future researchers as their guide in conducting a similar study but exploring other aspects in relation to the learning of English as the second language and students motivations. Definition of Terms The terms used in the study were operationally defines Attitude towards English language. This refers to a tendency in which the study will respond about inbred, tenable, and emotional traits to the English language. Behavioral Attitude. This term alludes to the convivial aspect of stance that deals about how individuals act and respond in specific condition. College. This variable refers to the different colleges in Liceo de Cagayan University. Cognitive Attitude. This term focuses on how individuals apply their existing concepts and principles towards an attitude object. Emotional Attitude. This term refers to the expressive aspect of attitude and which is also involves learners emotions towards learning the second language. Gender. This variable refers to the sex category of a student, either male or female. Parents educational attainment. This variable refers to the highest education attained by the parents. Students motivations in learning English language. This term refers to the ways used by teachers in teaching English to encourage students to be more communicative in class discussions. Foreign Literature and Studies English languageis also known as the International language. Through the English language, each individual could communicate or interact with other people all over the world. We could even change the world just by knowing how to speak English. For the students, they could learn further more about the English language, which they could use it in finding their chosen careers inside and outside the country. The English language could also be the way to unlock a persons true ability in his speaking, writing, and listening skills to share it to everyone. On the other hand, Brown (2009) exert the term attitude to pertain the different coterie of beliefs that English learners surmises to the members of the spot language learner and also to their owned mores. It revealed that those poor performing tertiary learners have a loftier chance to fall through in their performance most importantly in English classes. For by, the cognitive aspect of attitude (CAA) it contains the beliefs of the language learners in how the information that they understand being processed in language learning. In connection through the emotional aspect of attitude (EAA) also involves the learners emotions in learning the language. In addition, Feng and Chen (2009), prove the perspective of learning the English language with the emotional feeling of learners. This introduces that learning process is emotional processes it is affected by diverse sensitive factors that the teacher and the students involve in many emotional activities that include many results of emotions are being given. After that, attitude is important fact for success in learning the language. Whereas, eagerness in learning West Germanic language, has remained mainly accepted by both educators and researchers. The main factors that influence the phase and success of second language learning. Without enough motivation, even an individual with the most outstanding abilities cannot accomplish their long-term goals in life, and neither are appropriate curricular and good teaching enough on their own to ensure student achievement. Motivation is the backbone in language learning. It can be said that by de-motivation we mean a state or conditions that hinders a motivation is critically person from doing his or her best in achieving a specific purpose. In tallying, interest has remained largely expected by intellectuals, students, and educators as one of the main variables that decide the equal and accomplishment of instant language learning. Moved learners are passionate, willing to work hard to further enhance their skills, deliberate on the responsibilities given, do not involve constant reassurance, eagerly deal challenges, and could inspire other people, enabling cooperative learning. This revision examined the effect of motivation on English as dialectal learning in relations of the numerous motivational concepts. The impulse of learners significantly moves their readiness to take quantity in the procedure of learning. Many alterations have stated the significance of watching the idea of inspiration as a complicated phenomenon. Motivation is closer to the ability in English as long as it fit as the methods of educators and learners are among the main phases in the accomplishment of getting in a distant dialectal in some society. The approach and stages of interest to English as a subsequent language are diffident not obstructing English language culture but similarly not forming the maximum outstanding situation for English dialectal learning in educational institutes. Educators simplifying English language education must recognize the flaws in boldness and enthusiasm among learners formerly arrangement with them through emerging appropriate plans of English training which are stimulating and can substitute positive attitudes to learn English as a direct language. According to Gu, (2009) study The big impact of motivation in learning English language is that, the studies shows how the sincerity bear upon on English learning in relations of the numerous motivational concepts. The impulse of learners significantly moves their readiness to take quantity in the procedure of learning. Many alterations have stated the significance of watching the idea of inspiration as a complicated phenomenon. Motivation near gaining ability in English as fit as the approaches of educators and learners are among the main phases in the accomplishment of getting in a distant dialectal in some society. The approach and stages of interest to English as a subsequent language are diffident not obstructing English language culture but similarly not forming the maximum outstanding situation for English dialectal learning in educational institutes. Educators simplifying English language education must recognize the flaws in boldness and enthusiasm among learners formerly arrangement with them through emerging appropriate plans of English training which are stimulating and can substitute positive attitudes to learning English as direct language. (Gardner, 2003). A formidable upshot of studies in learning language comportment with manifold dimensions have comported across to the different states such as teachers attitude to the connection of students needs (Bigham, 2010).In addition, a measure of current studies lectured the part of approach in learning of detached languages in different countries with diverse humanities, English contextual, and grades. According to Shams (2008) Learners southernism , psychological feature and anxiety in language learning, emphasized that learners have eagerness to learn English because they are affirmative in their attitude. According to Momani (2009) study EFL Students attitudes toward learning English language, shows findings of exploring on the secondary level students attitudes in learning English as a second language. The more motivated the learners are, the more optimistic they are in their reading comprehension. Thus, this reflects their attitudes to learning English. In connection, Cerqueira and Badger (2015) found that language-learning attitude is relates to the degree to which participants connect to the language they are learning, and how positive their relationship is to that language. Observing Figure 4, one can notice that students indicated having a more positive attitude toward English, followed by Spanish, French and German. This trend corroborates participants intentions since they chose to study English, they believe it is the most important language for their career, and they are satisfied with their choice. The same applies to the other four languages, but on a lesser scale. Furthermore, HYPERLINK http//www.tandfonline.com/author/Eshghinejad,Shahrzad Eshghinejadand HYPERLINK http//www.tandfonline.com/author/Gritter,Kris Gritter(2016) study that attitude is a feeling that everyone has. This attitude reflects to learners on how comfortable they are to their own language. However, no one excuse in learning a foreign language. The Learners approaches could integrate in language learning since it may inspire their presentation in gaining the board language. Learners attitude, moods, opinions, likes, dislikes, wants, should be stately temporarily their approaches influence language learning. Anne (2011), consequently being a successful student also means being proficient in the languages or medium of instruction used in the school, and as far as I know English is one of them, alongside Filipino and other major local languages. In relations of the categories of high school graduated, the U.S. Department of Education, (2016) described that, The percentage of public school learners in the United States who were English language learners (ELLs) was higher. In addition, Sadeghim and Richards (2015), mentioned opportunities to acquire spoken English through the public school system are very limited hence, many students enroll in discussion courses in private institutes. As to the parents education, Butler (2014), in his study examined how parents socio-economic status (SES) which include parents education, behaviors and beliefs about their childrens English education which influenced childrens motivation to learn English in China. In addition (Masgoret and Gardner, 2003) found out as to attitudes toward learning a language that affect motivation, that a student motivated for language learning can be lessened when students have negative attitudes or prejudices toward the aim language and the people who speak that particular language. As to research on motivation Matsubara (2001), cited that before 1990, the research on motivation was conducted mainly by social psychologist. Much of the debate and discussion concerning motivation in the past decade focused on identifying types of motivation and its association with second language (L2) learning. In addition, Al-Tamimi and Shuib (2009), in their study specified that the students also observed personal reasons as the important motives. The results indicated that the great number of the students showed their interest in the culture and structure of the English-speaking world as represented by English-language films, some theoretical effects would help the students to tap motivations and attitudes. Fida and Ravindra (2016) added that motivational factors play an important role in learning. In addition, Woolfolk (1998) defined Motivation as an internal state that stimulates, directs and maintains style According to Gardner (1985), second language (L2) motivation it is range to which individual works or strives to absorb the phonological because of aspiration to do so and the gratification proficient in activities. On the other hand, motivation is interpreted to consider three gears. These three are the motivational intensity, desires to learn the language, and an attitude in language learning. As cited, lectured in the learners with positive attitude in English language learning are highly motivated Moreover, Fida and Ravindra (2016) added that motivational factors play an important role in learning. In addition, Woolfolk (1998) defined Motivation as an internal state that stimulates directs and maintains style. Fida and Ravindra (2016), added that the analysis of the relationship among attitude, motivation, and motivational intensity using Karl Pearson Correlation coefficient to check the significance of relationship. It shows that motivation has strong relationship with attitude and motivational passion. The correlation between attitude and motivational passion is also important (P0.01). Moreover, Fida and Ravindra (2016) found that the relationship between learners attitude and motivational passion in learning language has been analyzed to cozen insights into learning of West Germanic language of students with different background and in different levels of their understandings. The conclusions of the study show that students have strong motivation, positive attitude and favorable motivational intensity. In connection, student motivation has a tendency to be tougher when the learner has specific interest rather than their goals in language learning. It can be very helpful when teachers provide lively activities that will help learners to develop more than their specific goals in language learning. Some language learners start their study with a desire and goal to use the foreign language in particular situation, but by the time they have studied the language for a limited semesters, they have lost their original motivations and become concerned only with their grades (Masgoret and Gardner, 2003). Motivation has been regard as the dynamic force to learn a language. Aside from the that motivation is an influential aspect in language learning, it can also be regarded as varied among learners gender, socio-economic status and awareness to the language learning task (Binalet, et. al,. 2014). As to students motivations and attitudes to English language, a study conducted by Al-Tamimi and Shuib (2009) discovered that most of the students have attitudes in the social and educational status of English. Also, the findings showed the students positive organization in the English language. Captivatingly, the results indicated that a great number of the students presented their interest in the culture of English speaking world as represented through the English-language films. To conclude, some educational implications be applied that would help tap and uplift the students motivation and attitudes in learning English language. As cited by Gardner (2008) research article an instrumental motivation in language study Who Says It Isnt Effective through that quote, there were early research conducted that concerned with the stead of credence and ethical motive in succeeding language learning in the classroom environment often included measures of language apprehension. In factor systematic studies, anxiety measures often loaded negatively on motivation factors or contributed to factors defined in terms of self-confidence with the language. This research, however, has never clearly explicated the structural functional relation between language nervousness, attitudes, and motivation. In connection, a current study in the role of motivation in Second Language learning, in which motivation is an important factor to consider through teaching and for explaining the success or failure of any complex task. In this study, the researcher defined the term motivation, explains the different types of motivation, reviews previous studies about how language can work in our mind, mentions conditions of motivation, and states key factors of motivation. The review of literature specified that motivation have a very important part in learning the English as a second language successfully. Dornyei (2001) believes that the complexity of the idea of motivation lies in its attempts to elaborate persons actions on behavior which cannot be explained by just one approach. Paying consideration to the significance of the language will help the learners to improve their motivation and learn even if they do not have enough intrinsic motivation. It can be specified that teachers should be aware and encourage the importance of motivation in learners learning the language and through some changes it can help the learners to increase their motivation (Alizadeh, 2016). In the study of Babaee (2012), that studying with motivation is important to many researchers, because it is, believe that without sufficient and appropriate motivation, even learners with the most prominent abilities cannot achieve longterm goals. In other words, appropriate curricula and good instruction might not be enough to guarantee success for learning. Students also need to be more motivated to learn successfully. According to Ebata (2008), motivation produces successful second language (L2) communicators by making themselves more confident. Moreover, it can lead learners to continue learning even though they fulfill a specific goal or achievement. The other reason why some students are interested in investigating motivation, it might be the complexity of the issue, and the fact that motivation seems be related to a variety of factors. Alizadeh (2016) opined, There is an outcome of balanced motive on learning the Language. In the study, they explored the different attitudes of a fluent high school students in learning the English and Filipino language and observed the relationship of language attitudes in terms of the following gender, age, and socio-economic status. Eshghnejad and Gritter (2016) in their study results revealed that the both gender that are classified as participants showed significant changes in their attitudes in learning English. However, females had revealed more positive view especially in cognitive and emotional basis, in that way male doesnt have interest in learning English than female. In addition, the finding in the study of Gemora et. al.. (2016) which aimed to fnd out the performance of Teacher Education students in their English subjects. It also determined the significant variances in the performance of the respondents when they were group as to sex, course and year level. In the study of Ganotice, et. al., (2014). the finding imply that students came from a private school are more motivated in learning because in their school they are complete in material specifically for their educational purposes. On the other hand, they are advanced through learning. Also, the environment for their learning is more conducive for the students to learn more. In addition, Gemora et. al., (2016) as revealed in the ANOVA disclosed that when they were grouped as to year level, there was a significant difference on their performance in their English subjects but no significant difference on their attitude towards English courses. On the other hand, in the study of Gemora et. al., (2016), study that a performance and students attitude in learning the English Subjects is called a programs for a molding skills in language revealed that the results of Pearson-r correlation offered that there is no significant relationship between the Teacher Education students performance in English and their attitude towards English courses. Acharya, Neha Acharya Shobhna Joshi (2009) they have studied the influence of parental education level on achievement motivation of their children through adolescent stage towards learning. The result indicated that parental education level affects the achievement motivation in academic area. The difficult level of parental education, better the attainment motivation in academic area of their child. However, other areas were not found to be significantly influenced by the level of fathers and mothers education. It is wherein their own perspective their motivation in learning takes place with their own perspective. Local Literature and Studies Cabigon (2015), quoted that the Philippines is accepted internationally as one of the biggest English-speaking states, with the widely held of its population devising at slightest certain unit of smoothness in the linguistic. The rout of external learners of English interchange to the top callable to the categorically more three penny but quality in English as a Second Language far away unfilled programs. It was agreed by the interested party that the cPhilippi ns really need to level up its effort in teaching as well as learning English, by that it an developed its essential skill of the personnel. An ingenuity that can help theoretically fortify the countrys altered benefit in this portion of the domain. In addition, Tella, et. Al. (2010), opined that attitude is reflect as a vital feature persuading language presentation and received significant attention from similarly first and second language canvassers. Ganotice, et. al., (2014), specified that in numerous states, community organization learners have lower stages of accomplishment associated to isolated university learners in the Philippines. Their study resolute that whether there is a motivation gap related to this achievement gap by determining a range of motivational constructs like the (sense of self, facilitating conditions, and achievement goals) drawn from personal asset theory. In addition, the findings in the study of Sicam and Lucas (2016) revealed that the expressive analysis and Pearson connection revealed the following wide-ranging, learners have particular high positive attitude in English and Filipino females have considerably higher decisive attitudes in learning English than males. Sicam and Lucas (2016) study added that, they discovered the different attitudes of fluent high school learners in English and Filipino andthey examined the relationship of language attitudes in terms of age, gender and socio-economic status. There are four-hundred seventy-three total of Filipino participants, randomly selected from three secondary learning institutions (two public, one private), they answered a three-part questionnaire (Language Background Questionnaire, General Language Attitudes Survey, and Language Orientation Survey). The result came out that in general, students have a very high positive attitude in English and Filipino females have significantly higher decisive attitudes in English than males gender and socio-economic status connected with instrumental language orientation in Filipino. Age is relate to instrumental language orientation in Filipino and integrative language orientation in English and SES related to all language orientations. Furthermore, Alaga (2016), in her study concluded that motivation and positive attitude have been widely viewed researchers as key factors that influence in the victory of learning the language. Notable results revealed that the respondents level of motivation was moderately high and respondents have a decisive attitude in learning the English language. Alaga (2016) added, Enthusiasm and optimistic approach throughout the instructional chapters is energetic in guaranteeing that the learners persevere sufficiently to positively obtain the second language. As such, attitudes and motivation play an important role in language learning, as they would appear to influence students success or misstep in the language procurement. According to Schumman (1978), Ellis (1986), Alaga (2006) studies there are lists of attitudes as a social factor on a par with variables such as size of learning group, and motivation as an effective factor alongside culture shock. According to Gardner (2003) define motivation in terms of the jiffy language learners overall goal orientation, and attitude as the persistence shown by the learner in striving for a goal. It contends that learners with high motivation, self-confidence, a good self – image, and a low level of anxiety are well equipped for prosperity in the second language acquisition, as cited by Alaga, (2016). Furthermore, the motivations negative external forces include the teacher, the inadequate school facilities, the reduced self-confidence, the negative attitude towards the second language (L2) and L2 community, the compulsory nature of L2, the attitude of group members and course book (Aquino, 2016). Alizadeh in (2016) stated that there is an impact of motivation on English Language learning. Upon its motivation, the students will achieve higher impact on learning in English language. Additionally, Aquino (2016), articulated that English as a language has always been a part of Filipinos daily lives ever since the Americans had contact with their country. Being a major subject to all the schools here in our country, English would have a big impact to the career and future of the learners. There are many reasons why Filipinos, themselves are not concerned in learning it however the prevailing reason still stays unknown. The researchers expected to answer the following questions (a.) what are the teacher intervention strategies employed by the teachers of Lorma Colleges Special Science High School to lessen the demotivation of the students (b.) What are the factors that demotivates the students in Lorma Colleges Special Science High School This descriptive study utilized two methods in gathering the data needed. The English teachers of Lorma Colleges Special Science High School were interview. Lorma Colleges Special Science High School in Urbiztondo, San Juan, La Union served as the background of the study. The researchers identified the prevailing factors that demotivates the learners in learning the West Germanic language in terms of underpinning and pronunciation. Deterring factors of learners in learning the West Germanic language among the Filipino students is happening now because of the different prevailing reasons. Confidence, fear of committing mistakes, demotivated teachers, and lack resources are few of the many factors that demotivates students. Although de-motivation cannot be eradicate completely, the roles of the teachers are to lessen the pressure and anxiety that students feel through their customized teaching strategies. They engage students to be more productive and turn their fear into challenges and challenges into success by giving activities that they will surely enjoy as a class. With proper cooperation and bond between the students and teachers, de-motivation can be reduce to almost none. Researchers on motivation and positive attitude have been widely viewed as the key factors that influence in the triumph of learning the West Germanic language. Notable results revealed that the respondents level of motivation was moderately high and respondents have a unequivocal attitude in learning the West Germanic language (Alaga, 2016). In addition, Ganotice, et. al., (2014), cited that in several places, public school learners in the Philippines have lessened levels of achievement compared to sequestered school students. Their study determinedwhether or nottheresa motivation gapassociated withthisaccomplishmentgap by assessinga spreadofinner featureconstructs (sense of self, facilitating conditions, andaccomplishmentgoals) drawn from personal asset theory of motivation, and investigativehoweverthese constructs predictnumerousfacultyoutcomes Chapter 3 METHODOLOGY This chapter deals with the research setting, research design, research instruments, respondents and sampling procedures, research protocol, data gathering procedures, and statistical techniques. Research Setting The study was conducted at Liceo de Cagayan University in the eleven (11) colleges. Liceo de Cagayan University is a post-liberation institution and was founded in 1955 by the late Atty. Rodolfo NeriPelaez of Cagayan de Oro City. His wife is the late Elsa Pelaez Pelaez of Cebu City with the primary vision of affording the youth in Northern Mindanao an opportunity to pursue relevant, quality education and facilitating their total formation anchored on moral values and Christian precepts. Research Design The study utilized the descriptive correlational research design. According to de Vaus (2001), descriptive research design is fundamental to research and it has added immeasurably to knowledge learning and encompasses many aspects such as in the government and in the design of this study is quantitative in personality (i.e. descriptive and inferential as well). Thus, an adapted questionnaire from Eshghinejad (2016), and Brown (2009) were employed as a measuring instrument. The participants were required to answer all the items of the questionnaire honestly, giving their own perceptions about their standpoint toward learning the English language in terms of the behavioral, cognitive, and emotional, together with the level of learners eagerness in learning English course as well as their demographic profile, such as college, gender, type of high school graduated, and parents educational attainment Research Instrument The One attitude questionnaire, as shown in Appendix 1, was one of the instrument used to collect the data. The questionnaire was adopted from the Attitude Questionnaire Test employed by Boonrangsri, Chuaymankhong, Rermyindee, and Vongchittpinyo in (2004), which was also used by Shahrzad Eshghinejad (2016) in the study on Atttiudes toward Learning English Language in Naresuan University of Thailand. Shahrzad Eshghinejad is a PhD, and holds a Master of Arts in TEFL from the Department of English Language, Faculty of Literature and Foreign Languages, State University of Kashan, Iran. She teaches and translates at different English Language Institutions. Her research interests include TEFL/TESOL, ELL, genre studies, ESP, academic writing, teaching methods, and vocabulary. On the whole, the questionnaire used in the study contains 30 items concerning language attitudes in terms of behavioral (the first 10 items), cognitive (the second 10 items), and emotional (the third 10 items) aspects of attitude. The statements were put in a five-point Likert scale from Level 1 Strongly Disagree to Level 5 Strongly Agree. Base on Padua (Statistics and Research Professor), as cited by Estrogas Dissertation (2018), and Mohamed (2016). The verbal descriptions of the questionnaire modified to suit the needs of the present study. Respondents and Sampling Procedures The researchers used the universal sampling technique in the selection of the colleges in Liceo de Cagayan University. A total of eleven (11) colleges were included in the study, and each college have 30 student-respondents selected through a purposive sampling technique. As to the number of respondents, according to (Bolin, 2015) there is no lower limit. The size depends on what you want to do with the data. Qualitative projects will often look to have about 20 interviews, although an in-depth analysis could use only a few. The simplest quantitative analysis (descriptive) you need at least thirty (30) cases. A total of 330 respondents were utilized in the study. In addition, Crossman (2017) stated that a purposive sample is a non-probability sample that is selected based on characteristics of a population and the objective of the study. Purposive sampling is also known as judgmental, selective, or subjective sampling. This type of sampling can be very useful in situations when you need to reach a targeted sample quickly. Research Protocol To guarantee quality and reliability of research findings, the researchers observed the following University Research Protocol 1. The researchers sought approval from the adviser after careful assessment and review of the manuscript for the thesis. 2. The Dean of the College approved the schedule for the defense of the proposal after a thorough review of the final manuscript. 3. After the proposal defense, the researchers accomplished the Research Ethics application Form and submitted it to the Office of the Vice President for Research, Publication and Extension together with the approved research proposal. 4. The Associate Director of the Research and Publication Office reviewed the proposal and Research Ethics Form for completeness and compliance with the University format and guidelines. The research ethics form then forwarded to the Vice President for Research, Publication, and Extension for further review and approval of the Research Ethics Review Committee. 5. The researchers wrote letters and secured permission from the Dean of the College. 6. The researchers also get respondents consent to participate in the study. Moreover, the researchers assured the respondents that they handled all their responses with utmost confidentiality. 7. Provision of the final manuscript. The researchers provided the adviser the copy of the proposal a review of quality and relevance of the paper before the scheduling of the final research presentation. 8. Once approved by the adviser, the Department Research Coordinator would review the completeness of the paper. The Coordinator then met with the dean for the scheduling of the paper presentation. 9. After the final paper presentation, the researchers incorporated all the corrections and suggestions of the Research Panel. 10. After the panel had approved the study, the researchers submitted it to the Research and Publication Office for Plagiarism and Grammarly Tests. 11. The researchers then forwarded the final paper to their assigned editor. After incorporating all the corrections, the researchers submitted the final paper to the adviser and Research Panel for signature and approval for binding. Statistical Techniques The study utilized percentage and frequency distribution in Problem 1, weighted mean (average) for Problem 2 and 3, ANOVA (F-Test) on Problem 4, and Pearson Product Moment Correlation in Problem 5. PROBLEM 1. What is the profile of the respondents in terms of college, gender, type of high school graduated, and parents educational attainment Table 1 shows the distribution of the profile of the respondents in terms of college, gender, type of high school graduated, and parents educational attainment. As to college, there is an even distribution of the respondents, in which each college are represented by 30 student-respondents. In terms of gender, more than half (196 or 59.39) are females, and less than half (134 or 40.617) are males. The data revealed that most of the respondents are females. Concerning the type of high school graduated the majority (201 or 60.91 ) in private high schools, and 129 or 39.09 in public high schools. The data revealed that most of the respondents are from private high schools. This means that private high schools are the most accessible or easy to scope than the public high schools, so most of the respondents preferred private high schools in attaining their secondary education. As to the fathers educational attainment, the majority (142 or 43.03) are college graduates, and a very few (1 or 0.30) is masteral level. The data revealed that most of the respondents are college graduates. This means that the fathers of the students attained college education to motivate their children to continue their study in college for their bright future. In terms of mothers educational attainment, the majority (148 or 44.85) are college graduates, and a very few (1 or 0.30) are in elementary level and doctorate graduate. The data revealed that most of the respondents are college graduates. This means that the mothers of the students attained college education for them to properly, give guidance their children that acquiring college education is very important for them to have bright future. The data in the highest mean imply that the best way to be eloquent in English is to have true conversations with indigenous English speakers. You can learn all the grammar rules in the world, you can memorize millions of words, but if you do not dry run speaking English with indigenous speakers, you will not be able to speak English well spoken. On the other hand, the data in the lowest mean reveal that student experience lazy and they are not enjoying in learning English. The problem of learners attitude is to differentiates as one of the most significant factors that will effect on learning a language such as English. Attitude is one of the most important factors to be success in the language learning, many studies have already been control in the content of language attitude. Its really a sooth thought that some of us had a hard time in learning English some may feel so lazy and it doesnt give enough focus in it. For the lazy learners, they might say that learning English is a waste of time. And also some also says that it doesnt relates to our everyday lives it doesnt have any sense. The finding partly agrees in the study of Eshghinejad and Gritter (2016) which they opined that attitude is a feeling that everyone has. Learning a foreign language is no exception. The attitude in language is a concept that explains linguistic behavior in each individual. This paper tries to study the behavioral, cognitive, and emotional attitudes of male and female in learning the English Language. In addition, the finding also partly supported in the study of Cerqueira and Badger (2015) in which language-learning attitude is being relates to the extent to which participants connect to the language they are learning, and how positive their relationship is to that language. Observing Figure 4, one can notice that students indicated having a more positive attitude toward English, followed by Spanish, French and German. This trend corroborates participants intentions since they chose to study English, they believe it is the most important language for their career, and they are satisfied with their choice. Furthermore, Fida and Ravindra (2016) stated that English learning owes its success on the effort in expanding motivational intensity and positive attitude. Persistence and strength are key bases for being success in learning a language. Learning a second language is diverse from learning other skills and learners need to maintain a stable step in learning. Perseverance is important not only because learners will encounter unfamiliar and even challenging situations they will not always achieve immediate success. The data in the highest mean imply that the students concluded through the finding in the previous survey that learning English has its many uses and among the contents are useful for the other fields of knowledge. In any field they are in English is included in learning, among English for its specific purposes such as academic and occupational purposes. On the other hand, the data in the lowest mean reveal that the students are not capable in learning English because it is not their will to learn but they are just learning for further reason only. In that case they are less motivated students learn for the sake of something like part of the subject and learn English just to pass their exams in return. The finding is partly supported in the study of Cerqueira and Badger (2015) that language learning attitude is related to the extent to which participants connect to the language they are learning, and how positive their relationship is to that language. Observing Figure 4, one can notice that students indicated having a more positive attitude toward English, followed by Spanish, French and German. This trend corroborates participants intentions since they chose to study English, they believe it is the most important language for their career, and they are satisfied with their choice. The data in the highest mean imply that for them learning English is important and they value what they are learning from it. It might be useful for them in the future and it will make them a better person. On the other hand, the data in the lowest mean reveal those students are not interested in learning foreign language. For them it takes time to learn and it is hard for them to communicate compared to their own native language, they can easily understand and can communicate well to individuals. HYPERLINK http//www.tandfonline.com/author/Eshghinejad,Shahrzad Eshghinejad and HYPERLINK http//www.tandfonline.com/author/Gritter,Kris Gritter (2016) supposed that language teachers, researchers, and students must acknowledge and encourage in a high motivation and positive attitude of second language learning. Therefore, if a learner does not have an interest and tendency in acquiring the language to communicate with others, this learner will retain a negative attitude and will not be motivated and interested in learning. Then, learners attitudes might include in language learning because it may influence their performance in attaining the goal. Students attitude, feelings, beliefs, likes, dislikes, needs should be consider, since their attitudes influence in language learning. This study expresses into the concept of attitude as one of the major sentimental factors for the success in learning a language. More specifically, it considers freshmen English as a Foreign Language students, taking the three aspects of attitude (i.e. emotional, cognitive, and behavioral) into consideration. The data in the highest mean involve most of the students really appreciated and participated well in learning the English course because it made them think and say that they are good enough. On the other hand, they are (extremely) motivated in learning English. (Moreover,) the data in the lowest mean reveal that the students was worried because they think that English is hard and what they had learned is not enough. It might cause them to be less motivated and will not participate in learning English. In this kind of situation, the teacher should not consider this kind of mentality students like this must be up lift and help them to learn more about English confidently. The finding is being support in the study of Babaee (2012) that studying motivation is important to many SLA researchers, because it is believe that without enough motivation, even learners with the most prominent abilities cannot achieve extendedterm goals. In other words, appropriate curriculum and good instruction might not be enough to guarantee success. Students also need to be motivated (Guilloteaux Drnyei, 2008). According to Ebata (2008), motivation produces successful second language (L2) communicators by making them selfconfident. Moreover, it can lead learners to continue learning even after they fulfill a definit goal. The other reason why some scholars are interested in investigating motivation might be the complexity of the issue, and the fact that motivation seems to be relates to a diversity of factors, each of which can be tackle in a separate study. Table 7 shows the test of significant difference on the students motivations in learning English language by college. As presented 9 (nine) colleges exhibited extremely motivated results, such as in the College of Teacher Education, Arts and Sciences, Pharmacy, Nursing, Information Technology, Engineering, Criminal Justice, Business and Accountancy, and Medical Laboratory Science. On the other hand, two of the colleges showed highly motivated, namely College of Radiologic Technology and Physical Therapy. The college which are extremely motivated, are in the College of Teacher Education with a mean of (5.90), followed by College of Arts and Science (5.70), College of Pharmacy with a mean of (5.53), College of Nursing with a mean of (5.41), College of Information Technology with (5-40). College of Engineering with a mean of (5.39), College of Criminal Justice with a mean of (5.38), College of Business Administration with a mean of (5.37), and College of Medical Laboratory Science (5.30), verbally described as very highly motivated, respectively. As to the test of significant difference in the college, the F calculated value of (55.57) supported by a p-value of (0.000) is (considerably) higher than the F critical (table) value of (1.8307), The finding revealed that there is a significant difference on the students motivations in learning English language by college. Therefore, the null hypothesis is being rejects in this variable. In addition, the College of Radiologic Technology with a mean of (4.60), and College of Physical Therapy with a mean of (4.43), verbally described as highly motivated, respectively. The finding agrees with the (outcome) of the study of Alizadeh (2016) that there is an impact of motivation on English Language learning. Table 8 presents the test of significant difference on the students motivations in learning the English language by gender and type of high school graduated. On gender, two categories turned out to be motivated in learning English language, in which female with (4.60) and male with (4.38) are all described as highly motivated. In terms of the test of significant difference in gender, the T calculated value of (4.60) supported by a p-value of (0.033) is higher than the T critical (table) value of (1.6564), The finding revealed that there is a significant difference on the students motivations in learning English language by gender. Therefore, the null hypothesis is rejected in this variable. It is partly supports in the study of Sicam and Lucas (2016) which explore the diverse attitudes of bilingual high school students in learning English and Filipino course and studied the relationship of language attitudes in terms of gender, age, and socio-economic status (SES). It is also partly support in the study of Eshghnejad and Gritter (2016) in the male and female participants shows significant changes in their attitudes in learning the English language. That is, the females had more than positive attitudes, especially cognitive and emotional and were more paying consideration in learning than males. In addition, the finding is also supported in the study of Gemora et. al.. (2016) in which, aimed to find out the performance of Teacher Education students in their English course in their class. It also determined the significant differences in the performance of the respondents when they were group as to sex, course and year level. As shown in the type of high school graduated, private has the highest mean of (5.13), followed by public with (4.83) verbally described as motivated, respectively. As to the test of significant difference in the type of high school graduated, the T calculated value of (5.36) supported by a p-value of (0.021) is higher than the T critical (table) value of (1.6568), The finding revealed that there is a significant difference on the students motivations in learning English language by type of high school graduated. Therefore, the null hypothesis is rejected in this variable. The finding imply that students came from a private school are more motivated in learning because in their school they are complete in material especially for their educational purposes. Instead, they are advance through learning also the environment for their learning is more encouraging for the students to learn more. The finding is partly supported in the results of the study of Ganotice, et. al., (2014), stated that in many countries, whose enrolled in public schools in the Philippines has a lower levels of achievement compared to students whose enrolled in private school. The students study whether there is a motivation gap related to this achievement gap by evaluating a variety of motivational constructs like the (sense of self, facilitating conditions, and achievement goals) drawn from personal asset theory of motivation, and examining how these concepts predict various school outcomes. The Filipino students (N 1,694) enrolled in high school Chemistry from private and public high schools participated in the study. Multivariate Analysis of Variance specified that public school students reported less support for schooling from their social groups, lower academic related self-concept, and lower achievement goals compared to private school students. Multiple regression analyses indicated that motivational variables explained a significant amount of adjustment in achievement and school engagement. Table 9 shows the test of significant difference on the students motivations in learning English language by parents educational attainment. In the fathers educational attainment, Masteral graduate turned out to have the highest mean of (4.74), followed by college graduate with (4.68), Masteral level with (4.52), high school graduate with (4.50), and elementary graduate with a mean of (4.38), and college level with a mean of (4.34), all are verbally described as highly motivated. Whereas, high school level with a mean of (4.10), elementary level with (4.00), verbally described as moderately motivated, and vocational with a mean of (3.33) verbally described as somewhat motivated. In terms of the test of significant difference in the fathers educational attainment, the F calculated value of (2.41) supported by a p-value of (0.016) is higher than the F critical (table) value of (1.9384), the findings revealed that there is a significant difference on the students motivations in learning English language by fathers educational attainment. Therefore, the null hypothesis is rejects in this variable. The findings are partly supports in the study of Sicam and Lucas (2016) which revealed that the descriptive analysis and Pearson correlation in general, students have very high positive attitude in learning English and Filipino language females have considerably advanced positive attitudes in learning English than males SES is significantly relates to positive attitudes in English language. With regards to the mothers educational attainment, Masteral graduate turned out to have the highest mean of (6.00), followed by college graduate with (5.48), high school graduate with (5.38), and college level with a mean of (5.30) all verbally described as strongly motivated. On the other hand, elementary graduate with a mean of (4.10), elementary level with (4.00), verbally described as somewhat motivated, while vocational with a mean of (3.00) verbally described as somewhat not motivated. In terms of the test of significant difference in the mothers educational attainment, the F calculated value of (3.24) supported by a p-value of (0.002) is significantly higher than the F critical (table) value of (2.0096), the finding revealed that there is a significant difference on the students motivations in learning English language by mothers educational attainment. Therefore, the null hypothesis is rejected in this variable. The finding is partly supports in the results of the study of Acharya, Neha and Shobhna Joshi (2009), which was about the influence of parental education level on achievement motivation of adolescents. Two-hundred, intermediate students belonging to parents having four levels of education (high school, intermediate, graduation and post graduation). The result indicated that parental education level would be able to effect the achievement motivation in academic area of the learners. Higher the level of parental education, better the achievement motivation in academic part. Other area, were not found to be significantly influence by the level of fathers and mothers education. The finding also partly agrees in the results in the study of Gemora et. Al., (2016) that the ANOVA results disclosed that when they were be grouped as by year level, there was a significant differences on their performances in their English subjects but no significant difference on their attitude towards learning English courses. Table 10 presents the test of significant relationship between students motivations in learning English language and their attitudes towards English language. A cognitive attitude turned to have the highest correlation coefficients of (3.87), followed by behavioral attitude with (.354), and emotional behavior with (.289). The finding shows that students attitudes in the English language are practically relates with regard to their motivations in learning the English language. The finding partly agrees in the study of Fida and Ravindra (2016) in which they stated that the level and success of learning another language is a motivation, it is one important that will influenced learners to learn more the language. Many studies conducted on the extents of attitudes and motivation would be focusing on identifying the students attitudes in learning L2 and what kind of motivation they have for learning it. The majority of these studies analyses students perceptions of English language as L2. They provide a base for discussion of the results obtained from the present study. In this study, the authors analyzed correlation between students attitude and motivational intensity towards language learning to gain an insight and knowledge into the learning of the English language of students with different background and in different levels of their studies. The findings of their study show that students have strong motivation, positive attitude and favorable motivational intensity. Fida and Ravindra (2016), added that an analysis of the relationship among motivation, attitude and motivational intensity using Karl Pearson Correlation coefficient to check the significance of relationship. Strong relationship found among attitude, instrumental orientation (even number), integrative orientation (odd number). In case of p values are less than 0.01 it shows that motivation has strong relationship with attitude and motivational talent. The connection between attitude and motivational strength is also significant (P0.01). The connection between students attitude and motivational intensity in language learning has been considers to gain insights and knowledge into the learning of the English language of students with different background and in different levels of their studies. The findings of their study show that students have strong motivation, positive attitude and favorable motivational intensity. English learning owes its success on the effort in expanding motivational intensity and positive attitude. Persistence and determination are the key bases of success in learning a second language. Learning an English language is diverse from learning other skills and in this learners need to maintain a stable step in their learning. Perseverance is important not only because learners will encounter unfamiliar words and even challenging situations they will not always achieve immediate success. In addition, the finding agrees in the results of the study by Tamimi and Shuib (2009), which discovered that maximum of students have attitudes in social and educational status of English. What is more is that the findings also showed the students positive attitude in learning the English language. The results indicated that a great number of the students presented their interest in the culture and organization of the English-speaking world as represented by watching English-language films. Lastly, some academic implications can be applied that would support to tap the students motivation and attitudes. The finding is in contrast in the results of the study of Gemora (2016), in their study, the results of Pearson-r correlation revealed that there is no significant relationship between the Teacher Education students performance in English and attitude in English courses. 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