Relationship between Anxiety in Second Language Learning and Motivation Orientation: The Case of Young Filipino Learners
This present study attempted to investigate the status of language anxiety and motivation orientation of the young Filipino learners of English and how these constructs are related to one another. To address these research goals, a quantitative approach was employed using Liu and Cheng’s (2014) Factor Loadings for three-Component Solution for the Anxiety and Jin, Jiang, Juan, Zhang, Liang and Xie’s (2013) motivation in language. Participated by 39 Grade 3 pupils from a premier basic education school in the province of Cavite, these instruments were simplified and translated to their first language (L1) to suit the understanding of the young learners of English. Results showed that the respondents are highly motivated in learning the second language, but the ‘general anxiety in English class’ is evident on one hand. These two significant factors showed strong correlation between anxiety and ‘negative evaluation’ and motivation. On the other hand, there is a significant negative correlation of both ‘anxiety in self-confidence in speaking English’ and ‘general anxiety about English class’ to language motivation. Among the components of motivation, only ‘learning situations’ is considered to be a predictor of students’ assessed anxiety. Findings suggest that motivation needs to be sustained in order to build positive second language learning; otherwise, anxiety may threaten the dynamics of learning processes which impedes their learning in English as a second language.