Philippine Association for Graduate Education (PAGE) Region IV-A Chapter

1. Philippine Association for Graduate Education (PAGE) Region IV-A Chapter 8th Regional Convention Thesis Presentation

2. Students’ Motivationand Readiness for Research: Basis for a Proposed English Language Instruction Design By Imelda Bautista – Vergara MAEd – English Language Teaching

3. Background of the Study

4. English language instruction plays a significant role in the nation’s unceasing quest to achieve greater heights in the field of advancement and innovations. Research serves as a dynamic tool that elevates every facet of human endeavor into the pedestal of progress. Despite the benefits that may be derived from research, students are still reluctant to explore the field. English language instruction can serve as one of the avenues to enhance research competencies of students and awaken their research dynamism.

5. Statement of the Problem

6. This research work aimed to determine the motivations and readiness for research of language students in tertiary schools in Batangas City, with the purpose of recommending an English language instruction design geared towards the development of their research competencies. 1. How do the respondents assess the students’ level of motivation for research?

7. 2. What is the level of students’ readiness for research activities in terms of: 2.1. practical 2.2. speaking 2.3. listening 2.4. writing 2.5. reading and 2.6. problem-solving skills? • What problems hinder the students’ pursuit for research? • Based on the analysis, what English Language instruction design may be proposed to develop students’ research competencies?

8. Theoretical Framework

9. Expectancy Theory Instructional Design Theory Cognitive Learning Theory

10. Research Methodology

11. Research Design • This study made use of the descriptive method of research. Subjects of the Study

12. Data Gathering Instrument • Researcher-constructed questionnaire • Unstructured interview • Focus group discussion

13. Findings

14. Assessment on the Students’ Level of Motivations for Research Students’ level of personal motivations for research : HIGH

15. Students’ level of academic motivations for research : HIGH

16. 2. Assessment on the Students’ Level of Readiness for Research Activities Students’ level of readiness in practical skills : HIGH

17. Students level of readiness in speaking skills : AVERAGE

18. Students’ level of readiness in listening skills : HIGH

19. Students level of readiness in writing skills : AVERAGE

20. Students’ level of readiness in reading skills : AVERAGE

21. Students level of readiness in problem-solving skills : AVERAGE

22. 3. Problems Encountered in Pursuing Research Activities • 3.1. Student-related problems • Interest in research • Time management skills • Sense of responsibility and commitment to work • 3.2 School-related problems • Load of school works and other academic concerns • Financial support • Number of subjects or units taken

23. Research-Related Skills: Summary of Composite Means 2 4 1 6 3 5

24. Conclusions and Recommendations

25. Conclusions: • Students’ level of personal and academic motivations for research is high. • Students’ level of readiness for research activities considering practical and listening skills is high while their readiness for research activities in speaking, writing, reading and problem-solving skills is average.

26. 3. Lack of interest, inability to manage time and failure to manifest commitment to work are the student-related problems in research while heavy load of subjects and school works as well as inadequate financial support are the school-related problems that students encounter research. 4. The proposed five-step English Language Instruction Design which features strategies and research-related activities may help enhance students’ research competencies and motivations when implemented.

27. Recommendations: • Trainings and colloquia may be initiated and conducted by the administrators, in coordination with the research personnel, in order to cultivate students’ awareness on research and motivate them to explore the field. • A review of the proposed English Language Instruction Design which is intended to enrich English language instruction and enhance research competencies of students may be done prior to implementation to determine its suitability to learning environment.

28. Recommendations: 3. Collaboration between English language teachers and other faculty members may be encouraged to address skills in which students ranked lowest, particularly writing, reading, problem-solving and speaking. 4. A similar study may be conducted with language students serving as respondents.

29. English Language Instruction Design

30. English Language Instruction Design Implementation for Student Research Enhancement • a systematic framework which illustrates the process to be employed in English language instruction to enhance students’ competencies and motivations for research • adopted Knirk and Gustafson’s instruction design model which reflects the three-stage process of problem determination, design and development

31. IMPLEMENTATION Development of Performance Indicators Determination of Research -Related Activities ENHANCEMENT OF STUDENTS’ COMPETENCIES AND MOTIVATIONS FOR RESEARCH • Practical • Speaking • Listening • Reading • Writing • Problem- Solving • Conceptual Specification of Strategy • Design • Empirical Analysis Dissemination DESIGN Process- Oriented Cognitive-Oriented Structure-Oriented KnowledgeAcquisition Skill Enhancement Value Formation Formulation of Objectives Identification of Target Skills

32. “…We should never give up on our hopes and dreams. The path may be rocky and twisted, but the world is waiting for that special contribution each of us was born to make. What it takes is the courage to follow those whispers of wisdom that guide us from inside.” - Kondwani