Translanguaging and Learning Motivation: Influence on the academic achievement among English language learners at Public Higher Education Institutions in Sulu

Abstract

This study explored the influence of translanguaging practices and motivational levels on the academic performance of English Language Learners (ELLs) enrolled in public Higher Education Institutions (HEIs) in Sulu during the academic year 2024–2025. Utilizing a descriptive-correlational research design, data were gathered from 200 purposively selected participants. The analysis involved the use of weighted means, standard deviations, independent samples t-tests, one-way ANOVAs, and Pearson’s correlation coefficients to identify patterns and relationships among the variables. Key demographic findings revealed that the majority of participants were female and aged 20 years and above, with balanced representation from the first, second, and third-year levels. Most participants’ parents had attained only elementary-level education, and the majority reported monthly household incomes of ₱5,000 or below. Results showed that ELLs in Sulu’s public HEIs exhibit high usage of translanguaging strategies in English language learning and display correspondingly high levels of motivation. In terms of academic performance, the learners achieved very satisfactory ratings. Furthermore, significant differences in translanguaging use were observed based on academic year and parental income, while motivation levels and academic achievement were both significantly associated only with the students’ academic year. A positive correlation was found between translanguaging use and motivation, indicating that students who employed more flexible language practices tended to be more motivated. Overall, the findings support Marrero-Colón’s Translanguaging Theory, emphasizing that dynamic and integrative language practices help transcend rigid linguistic boundaries by utilizing students’ full linguistic repertoires and multimodal resources to enhance learning outcomes.