The Correlates of Language Learning Motivation of Senior High School Students

Abstract

This study aimed to determine the significant relationship between the constructivist learning environment management skills and creativity-fostering behaviours of language teachers to the English language learning motivation of senior high school students. It used the quantitative method and employed a correlation research design. A stratified random sampling technique was applied in gathering data among 319 senior high school students from the schools which are in Davao del Sur. Findings revealed that in the constructivist learning environment, management skills, learning, and teaching was the dominant skill manifested by the teachers, followed by time usage and assessment, while the relation establishment was the lowest skill manifested. Moreover, in the creativity-fostering behaviours, integration was the highest indicator manifested, followed by independence and the question. Furthermore, the highest level of English language learning motivation was in the external regulation followed by intrinsic motivation and introjected regulation. Finally, constructivist learning environment management skills and creativity- fostering behaviours of language teachers significantly predict students' English language learning motivation.