World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue VI (June 2026), pp.244-253
Gida, Arnel S.
Batulan, Satur Anthony M.
Digal, Elmer E.
Montero, Marlon C. Jr.
Ogaob, Dean Mark A.
Surigao Del Norte State University, Claver Campus
Abstract
This study examined the influence of language learning motivation on the public speaking difficulties of Technical-Vocational-Livelihood (TVL) senior high school students at Gigaquit National School of Home Industries, Surigao del Norte, Philippines. Guided by Gardner and Lambert's (1972) Socio-Educational Model, it explored the relationship between intrinsic, extrinsic, and integrative motivation and four dimensions of public speaking difficulty: pronunciation, grammar usage, vocabulary range, and thought organization. Using a quantitative descriptive-correlational design, data were collected from 148 students selected through stratified random sampling and analyzed using descriptive statistics and Pearson Product–Moment Correlation.
Results showed a moderate level of public speaking difficulties in pronunciation (M = 3.22), grammar usage (M = 3.19), vocabulary range (M = 3.19), and thought organization (M = 3.22). Students demonstrated a high level of language learning motivation, with extrinsic motivation obtaining the highest mean (M = 3.73), followed by intrinsic motivation (M = 3.64) and integrative motivation (M = 3.60). A significant positive correlation was found between language learning motivation and public speaking difficulties (r = 0.266, p = 0.0011), leading to the rejection of the null hypothesis. The findings indicate that although students are highly motivated to learn English, they still face public speaking challenges, highlighting the need for targeted instructional interventions alongside motivation.
Keywords: language learning motivation, public speaking difficulties, TVL strand, English speaking skills, Pearson correlation
https://doi.org/10.65494/pinagpalapublishing.362
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