Motivation and Attitude of Intermediate Grades towards Language Learning

Motivation and Attitude of Intermediate Grades towards Language Learning

¹Estelito J. Punongbayan, ¹Ma. Emelinda D. Mendoza, ¹Gelene Mariah B. Perez, ²Joyce Anne A. Silang

¹College of Teacher Education, Batangas State University

²The National Engineering University  ARASOF-Nasugbu

DOI: https://dx.doi.org/10.47772/IJRISS.2025.9020327

Received: 06 June 2024; Review 24 June 2024; Accepted: 22 February 2025; Published: 21 March 2025

ABSTRACT

This study aimed to develop a guide for language learning by the learners’ preferences in terms of motivation and learning attitude within the three selected elementary schools located in Nasugbu and Tuy Districts. A quantitative research design was employed, utilizing stratified random sampling to ensure representation from different demographic groups within the population. Data were collected through surveys utilizing adapted survey questionnaires and analyzed using statistical methods to determine any significant correlations. The study included elementary learners in the intermediate grade levels. It focused on determining learners’ motivation and attitude towards language learning and the main factors that highly influenced their motivation to learn English. The correlation between learners’ demographic profiles, attitudes, and motivation was identified. The findings showed that intermediate pupils possess high motivation and a positive attitude towards language learning. It was also discovered that respondents have a moderate personal attitude, while parents and teachers appear to have a huge influence on learners’ motivation to learn English. The researchers found that learners’ attitudes towards learning English have a significant relationship to their age and grade level profile. However, it is revealed that there is no significant relationship between their motivations and profiles. The study concluded that the instructional guide developed for learning English can be helpful and act as an additional teaching reference for the teachers.

Keywords about: motivation, attitude, language learning, intermediate grades

INTRODUCTION

Language is essential to young children’s development. It is crucial for understanding how to learn, communicate, and develop connections with others, as well as how to help learners make sense of their surroundings. Hence, it is of the utmost significance that educators play a part in fostering language development in young children. However, it is not just the domain of people who work with young children; parents, caregivers, families, and even governments are concerned about it. Practitioners must educate these stakeholders on knowledge and best practices. Early childhood educators should not only have the necessary credentials but also be competent and aware of their responsibilities (Brock, 2023).

This indicates that learning a language must be considered, given that the absence of understanding a language or communicating effectively can significantly impact a learner’s way of life. Young learners ought to receive innovative education, learning opportunities, and an enjoyable setting for language development. In this instance, educators could successfully shape and generate future professionals who are great and competent, along with parents and policymakers. This would help the learners themselves, their families, and their country, and it could even make learners contribute internationally.

However, challenges to learning a language have been seen by multiple researchers. In particular, a study conducted by Cherry (2022) discovered that motivation, attitude, and environmental factors are the obstacles to language learning. Teachers considered a lack of motivation as one of the most frustrating barriers to children’s learning. It affects a learner’s ability to persist or give up, as well as how carefully they will consider their learning. The greater the passion for an activity, the less likely the learner is to accept straightforward solutions to challenging problems. Hence, motivation also enhances learner’s critical thinking; the more likely they are motivated, the more likely they will be in-depth in seeking knowledge. It transforms learners to be more competent, investigative, and engaged with the learning process.

On the other hand, developing a positive learning attitude is essential as it aids one’s learning to boost self-confidence and competence (Colhando, 2020). This means that without the learner’s positive attitude, it is a frustrating challenge in the acquisition of language. If students felt negatively about learning a particular lesson, it would be hard for them to acquire information. However, if students felt positive about learning, it would be easier for them to cope with the lesson, and in fact, learners would explore and engage in the learning process voluntarily. Thus, imposing and working on learners’ positive attitudes towards language learning would have a great impact on successfully achieving the target goals in English class.

The above information shows the interconnectedness between language learning, motivation, and attitude. This significantly manifests the importance of learning a language with prior consideration for the learners’ preferences and diversity. The idea of language learning emphasizes the essential role of the learner’s engagement and interest, which provoke their positive attitude to successfully acquire the learning target. Teachers must create a learning environment that can positively affect learners’ attitudes and boost motivation for language learning.

Thus, fostering distinct strategies that are aligned with the competencies of the K–12 curriculum must be considered to achieve learners’ high motivation, which was seen as a necessity in learning a language. Strategies and practices that are aligned with the learning competencies of the K–12 curriculum are a necessity to make them align with the target goals. This would be a great alternative to provide young language learners. It will help children, teachers, parents, and administrators create a better teaching and learning process, which then provides better learners who are skilled in language and communication. In this instance, educators will be able to produce competent future professionals.

With this, the researchers focused on determining the learners’ motivation and attitude towards learning a language among intermediate grades within three respective elementary schools. Moreover, the researchers focused on finding accurate strategies for teaching a language, emphasizing the importance of parental and environmental involvement, as well as finding solutions to the challenges of language learning such as a lack of motivation and attitude This led to accurately outlining a better instructional guide that is anchored in the K–12 curriculum learning goals and competencies.

LITERATURE REVIEW

Motivation plays a fundamental role in achieving goals and is crucial in the process of language learning. According to Kaplan (2019), motivation influences both formal and informal learning, encouraging students to engage with the language both in and out of the classroom. Teachers are tasked with fostering positive learning environments and understanding the diverse needs of students to enhance motivation. This motivational drive can stem from intrinsic factors, such as learning for enjoyment, or extrinsic factors, such as learning for a specific purpose, like career advancement or travel. As Kristine (2022) highlights, effective teaching methods that align with learners’ motivations and the desire to explore new knowledge are essential for achieving successful learning outcomes. The interaction between self-confidence, social connections, and intrinsic or extrinsic motivation can deeply influence a student’s engagement and success in language learning.

A positive learning attitude is equally critical in influencing students’ responses to learning tasks. Colorado (2020) defines a learning attitude as an innate and voluntary approach that significantly impacts personal and academic growth. A positive attitude toward learning not only enhances students’ ability to grasp concepts but also boosts their self-confidence and fosters a more enjoyable learning experience. In the context of language learning, a student’s attitude plays a key role in shaping their response to challenges. According to Weih (2019), learners with a positive attitude are more likely to engage with the material, collaborate with peers, and participate actively in the classroom. This highlights the importance of teachers in creating a supportive environment that transforms negative attitudes into positive ones, thereby improving student engagement and overall learning outcomes.

The intermediate grades, which typically span from grades four through six, represent a critical stage in a student’s educational journey. At this stage, learners possess basic knowledge but are still refining their skills and transitioning into adolescence. This developmental phase is marked by increasing self-awareness and the emergence of more sophisticated cognitive abilities. According to Weih (2019), students at this level benefit from content literacy instruction that enhances their proficiency in key areas such as reading, writing, listening, and speaking. The intellectual growth of intermediate-grade students necessitates the implementation of tailored instructional strategies that cater to their specific needs, abilities, and learning preferences. These strategies should consider the unique challenges faced by students in this transitional period of their academic and personal development.

Language learning, as a process, involves three core components: input, output, and interaction. Marc (2022) emphasizes that input refers to the language exposure a learner receives, the output represents the language they produce, and interaction is the exchange between input and output that facilitates deeper understanding. Second language acquisition (SLA) is a complex process that starts informally in early childhood when learners become familiar with the sounds and structure of a new language. Language courses provide structured lessons designed to enhance cognitive and communicative skills, which are vital for academic success and future career opportunities. Furthermore, language learning is essential for effective communication in a globalized society, helping individuals connect with others and achieve both personal and professional goals.

Recent studies offer valuable insights into the factors that influence motivation in language learning. Fengvesi (2018) explored the motivational dynamics of Danish primary school students and found that, over time, their motivation to learn English decreased. Boys, in particular, were more motivated due to the global significance of English. The study also found that interactive learning methods, such as games and multimedia, helped maintain higher motivation levels, especially among high-performing students. Similarly, Mili (2020) investigated tertiary students’ motivation and identified that most were driven by integrative motivation, suggesting that fostering an inclusive and culturally responsive learning environment is crucial for maintaining student interest and engagement in language learning.

Other studies have further explored the influence of external factors on motivation. Ahmed et al. (2021) studied Malaysian university students’ attitudes toward English and found that negative perceptions about the necessity of the language led to reluctance to learn. Rahman et al. (2018) highlighted the significant role of teacher influence, parental support, and personal attitudes in motivating students in Malaysian high schools. Gülce Kalaycı (2018) found that parental involvement positively affected the academic achievement of Turkish students learning English, emphasizing that parental engagement can mitigate challenges faced by students in learning a second language. These findings underline the importance of external support systems, such as family and teachers, in fostering motivation and enhancing the effectiveness of language learning.

In the context of the post-pandemic educational landscape, Purnama et al. (2019) identified both intrinsic and extrinsic factors that influence students’ attitudes toward language learning. Xiao et al. (2020) further explored how personality traits and teaching methods contribute to motivation, discovering that both significantly impact students’ self-efficacy and language learning success. Additionally, Finaty Ahsanah (2020) examined the role of age and gender in language learning strategies, finding that younger students were more likely to use diverse learning strategies compared to their older counterparts. These studies illustrate the intricate relationship between individual factors, teaching practices, and motivation, emphasizing the need for educators to adapt their methods to meet the diverse needs of students to foster successful language acquisition.

RESEARCH METHODS

Research Design

The researchers employed a descriptive-quantitative research design for this study, which primarily focuses on gathering numerical data. The descriptive method aims to characterize the current state of variables or phenomena. Quantitative research, as defined by Apuke (2017), is concerned with collecting quantifiable data from a sample population to provide statistical analysis. This approach helps answer questions regarding aspects like “who,” “what,” “where,” and “how many,” offering a clear representation of the study’s subject. This study applies these methods to examine the learners’ demographic characteristics, motivations, and attitudes toward language learning, particularly English. Survey questionnaires were used for data collection, ensuring the relevance of questions for the target audience.

Research Environment

The study was conducted in two selected schools from the Nasugbu District and one from the Tuy District, all in Batangas. The aim was to develop a language learning guide based on the learners’ perspectives. The research focused on elementary schools, which consist of six years of compulsory schooling, with primary education covering the first three years and intermediate education covering the last three. The schools were chosen due to their accessibility and reputation, providing the most feasible environment for gathering necessary data.

Subjects of the Study

The subjects of the study were 259 intermediate-grade learners from selected elementary schools in the Nasugbu and Tuy districts for the 2022-2023 school year. Purposive stratified sampling was used, with 60.6% female and 39.4% male respondents. The sample was selected based on their experience and knowledge regarding language learning, particularly the motivation and attitudes of intermediate-grade learners. These learners were chosen as they were seen to provide valuable insights into the study’s objectives.

Data Gathering Instrument

The main instrument for data collection was a survey questionnaire, which was used to assess learners’ motivation and attitudes toward language learning. The questionnaire was developed by reviewing relevant literature and adapting instruments from previous studies, such as those by Khalid (2016), Purnima (2019), and Abdul Rahman (2017). These sources provided the framework for generating relevant questions and ensuring the instrument’s suitability for the study. The survey aimed to gather data on learners’ attitudes and motivation, enabling the researchers to analyze and interpret the results effectively.

Data Gathering Procedure

The data collection process began with obtaining permission from school administrators to conduct the study. After receiving approval, the researchers distributed the questionnaires, ensuring that students understood the study’s purpose and instructions. Completed questionnaires were collected and reviewed. Data were processed and analyzed using statistical techniques with the assistance of a statistician. The Likert Rating Scale was employed to assess responses, with scores ranging from 1 (Strongly Disagree) to 4 (Strongly Agree).

Statistical Treatment of Data

Data analysis was performed using frequency analysis, weighted mean, percentage, ranking, and chi-square tests. Frequency distributions were used to organize and visualize the data. The weighted mean helped assess the responses, identifying which demographic factors (age, gender, grade level) most influenced motivation and attitude toward language learning. Percentage calculations were used to determine the proportion of responses while ranking categorized responses to identify trends. Chi-square tests examined associations between categorical variables to draw meaningful conclusions.

RESULTS AND DISCUSSION

Respondents’ Demographic Profile

To anticipate reliable data from these respondents, this study gathered and assessed the profiles of intermediate learners in the selected primary schools in terms of age, gender, and grade level.

Table 4.1 Demographic Profile

The survey results indicate that the majority of learner-respondents are 11 years old (38.2%), followed by 10-year-olds (32.8%), with 9-year-olds (15.1%) and 12-year-olds (13.9%) making up smaller portions. In terms of sex, there is a clear female dominance, with 60.6% of respondents being female and 39.4% male, suggesting a higher number of female learners in the selected schools. Regarding grade level, Grade 4 has the highest number of participants (37.1%), followed by Grade 5 (34.7%), and Grade 6 with the least representation (28.2%). This demographic profile reveals a predominance of younger female learners, particularly in Grade 4, with a noticeable decrease in participation as pupils progress to Grade 6, possibly due to transitions to junior high school. These results underscore the trend of greater female representation, especially in the lower intermediate grades, and highlight the demographic makeup of the sampled schools.

Respondents’ Motivation and Attitudes Towards Language

This study aimed to determine the learners’ level of motivation and attitude toward language learning to provide an accurate description of their outlook on language learning. By understanding their intrinsic and extrinsic motivations, we can better assess the factors that drive their interest in acquiring a new language. The study explored the role of personal and social factors, such as cultural interests or career goals, in shaping learners’ attitudes. Additionally, it will examine how these motivations and attitudes influence their language learning strategies and overall progress. Ultimately, the findings offered valuable insights for educators and curriculum designers to tailor learning experiences that align with learners’ needs and aspirations.

Table 4.2 Motivation and Attitudes Towards Language

Table 4.2 provides a comprehensive overview of learners’ motivation and attitude toward learning English. The data is divided into two sections: motivation and attitude, each with weighted means (W.M.) and verbal interpretations (V.I.) that are ranked based on the learners’ responses.

The motivation of learners to study English is strongly positive, as reflected in a combined grand weighted mean of 3.50, which is verbally interpreted as “Strongly Agree.” This indicates that learners are highly motivated to learn the English language, with various intrinsic and extrinsic reasons driving their desire to do so. Motivation plays a fundamental role in achieving language learning goals, with both intrinsic and extrinsic factors influencing students’ engagement in learning, both inside and outside the classroom (Kaplan, 2019). According to Kristine (2022), aligning teaching methods with learners’ motivations can significantly contribute to successful learning outcomes by fostering a desire to explore new knowledge.

Among the most highly ranked motivations, learners seem particularly driven by the opportunity to connect with others globally. The statement “Studying English is necessary to me because it will enable me to know new people from different parts of the world” received the highest weighted mean of 3.76 and ranked first. This suggests that learners value English for its global accessibility, highlighting a strong desire to bridge cultural and social divides. This finding aligns with previous research, where social connections and cultural exchange are key motivators for language learners (Kaplan, 2019).

Another prominent reason for learners’ motivation is the belief that English helps them to become more knowledgeable individuals. With a mean score of 3.67 and a rank of 2, this statement indicates that many learners view English as a key tool for personal growth, reinforcing their belief that learning English contributes significantly to their intellectual development. The connection between self-confidence, social interactions, and intrinsic motivation is crucial in shaping learners’ engagement and success (Kristine, 2022). Similarly, future career or academic opportunities also emerged as a strong motivating factor. The statement “Studying English is obligatory to me because I may need it later (for job, studies)” received a mean of 3.64 and ranked 3, indicating a high level of awareness among learners of the practical utility of English for future endeavors.

The learners also expressed motivation to learn English for practical reasons, such as being able to understand media in English, like films, books, and TV programs. These factors placed “Studying English is substantial to me so that I can understand English-speaking films, videos, TV, or radio” and “Studying English is consequential to me so that I can read English books, newspapers, or magazines” within the top 10 ranks, with weighted means of 3.41 and 3.48, respectively. This is consistent with the view that language learning is essential for effective communication in a globalized society and provides access to various forms of media (Marc, 2022).

However, the statement “Learning English helps me convey my knowledge & information to other people,” with a mean of 3.40 and ranked 13, was somewhat lower in motivation. This could indicate that while learners recognize the importance of communication, it may not be as strongly internalized as other motivations, such as cultural exchange or future success.

Turning to the learners’ attitudes toward learning English, the overall weighted mean is 3.10, which falls under the category of “Agree.” This suggests that, while learners generally have a positive attitude toward English, their attitudes are not as overwhelmingly strong as their motivations. Nonetheless, a positive attitude remains essential for sustaining engagement in language learning. Colorado (2020) notes that a positive attitude is critical in enhancing students’ ability to grasp concepts and boosting their self-confidence, which ultimately improves learning experiences.

One notable finding is the importance learners place on the preservation of their mother tongue. The statement “We owe it to our forefathers to preserve Filipino” received a high mean of 3.52, ranking second. This response shows that, while learners acknowledge the significance of English, they still hold a deep connection to Filipinos, indicating respect for their cultural heritage. According to Weih (2019), students who have a positive attitude toward learning are more likely to actively engage with the material and collaborate with others, which may explain the learners’ strong attachment to their mother tongue.

Another key insight is the learners’ identification with their mother tongue. The statement “I strongly identify myself with my mother tongue and the group that speaks it” also ranked high, with a mean of 3.49, which illustrates that learners still see their native language as integral to their identity. This sentiment supports findings from Gülce Kalaycı (2018), who highlighted the importance of parental involvement in fostering a strong sense of identity and cultural values in learners while also promoting the benefits of bilingualism.

While learners strongly value Filipino, they also see the benefits of being bilingual. The statement “Speaking both Filipino and English is an advantage” ranked 8 with a mean of 3.39, highlighting that learners understand the practical advantages of being proficient in both languages. This aligns with findings from Purnama et al. (2019), which identified both intrinsic and extrinsic factors that influence attitudes toward language learning, particularly in the context of bilingualism.

Interestingly, the statement “Without English, I could not get a job,” which ranks 27th with a low mean of 2.48 (indicating Disagreement), suggests that learners do not perceive English as the sole determining factor for employment opportunities. This might imply that learners value other skills or competencies as well, and while English is important, it is not seen as an absolute requirement for success in the job market.

In general, learners exhibit high motivation for studying English, with a combination of intrinsic and extrinsic factors driving their desire to learn the language. The top-ranking motivations reflect a desire for global connectivity, personal growth, and preparation for future career or academic opportunities. These motivations align well with the growing recognition of the practical utility of English in today’s globalized world as Marc (2022) notes, language exposure, production, and interaction are crucial for fostering deeper understanding and academic success.

Regarding attitudes, learners generally hold positive views of English, seeing it as important for global communication and personal development. However, they also strongly value their native language, with Filipino remaining central to their identity. The data suggests that learners perceive bilingualism as an advantage and prefer to balance both languages in their daily lives. These findings echo the need for teachers to create a supportive environment that nurtures positive attitudes, which is essential for engaging learners in language classes (Weih, 2019).

The findings emphasize the importance of fostering both motivation and a positive attitude toward English learning. In light of these results, educational policies should aim to nurture learners’ intrinsic motivations by connecting language learning to their personal aspirations and cultural values while also providing opportunities for bilingual education that encourages proficiency in both English and Filipino. These strategies could lead to more effective language acquisition, as learners’ positive attitudes toward English are more likely to lead to better performance in language classes.

Lastly, as pointed out by Pham (2021), motivation and attitude are crucial in language learning, and encouraging learners’ positive attitudes toward language courses is essential for successful language acquisition. By understanding the importance of motivation and attitude, educators can tailor their approaches to better meet learners’ needs, ultimately fostering a more dynamic and engaging learning environment.

The Relationship of Demographic Profile on Respondents Motivation and Attitude in Language Learning

This is to determine whether learners’ profiles affect their level of motivation.

Table 4.3 Relationship of Demographic Profile on Respondents Motivation and Attitude in Language Learning

Table 4.3 analyzes the relationship between pupils’ demographic profiles (gender, age, and grade level) and their motivation to learn English, with no statistically significant correlations found. The p-values for gender (0.251), age (0.541), and grade level (0.633) are all above the 0.05 significance level, indicating these variables do not significantly influence motivation.

As noted by Purnama et al. (2019), motivation is influenced by factors beyond demographics, such as teacher creativity and classroom environment. Effective teaching strategies and an engaging learning atmosphere are key drivers of motivation. Teachers can use diverse methods and resources to foster motivation among all learners, regardless of their demographic profiles. Kristine (2022) emphasizes that aligning teaching methods with learners’ intrinsic motivations and creating supportive environments can drive motivation.

Studies like Fengvesi (2018) suggest that motivation fluctuates when the learning process is relevant and engaging. Interactive methods, such as games and multimedia, help sustain motivation, particularly among high-performing students. This highlights that teaching methods, rather than demographics, influence motivation. As Purnama et al. (2019) observe, a teacher’s ability to inspire through creative approaches plays a crucial role.

In contrast, the relationship between demographic profiles and learners’ attitudes toward English shows different results. Gender (p = 0.365) is not significantly related to attitudes, but age (p = 0.035) and grade level (p = 0.013) show significant relationships. This suggests age and grade level are more influential in shaping attitudes toward language learning.

Weih (2019) indicates that the attitudes of intermediate-grade students (grades 4–6) are affected by their developmental stage. Younger students may demonstrate more neutral or less positive attitudes as they employ more diverse learning strategies. This shift can be linked to cognitive and emotional readiness, and as learners mature, their attitudes toward learning improve. Tailoring instructional strategies to different developmental stages can enhance student engagement and attitudes, as noted by Weih (2019).

While demographic factors don’t significantly impact motivation, they do shape attitudes toward learning English. Teachers should adjust their methods to meet the developmental needs of students. As Marc (2022) suggests, aligning teaching with cognitive and emotional readiness can improve motivation and attitudes. Kristine (2022) and Purnama et al. (2019) also emphasize the importance of creating positive learning environments and using innovative strategies to maintain motivation.

Factors Influencing Learner’s Motivation in Learning English

This highlights the significance of the circumstances that might impact learners’ learning, implying that creating a favorable atmosphere for them should be one of the key priorities in teaching, whether at school or home.

Table 4.4 Factors Influencing Learners’ Motivation in Learning English

As shown in Table 4.4, the learners’ attitude was assessed with a general weighted mean of 2.96, categorized as “Agree,” showing a moderately positive attitude toward learning English. While they are generally interested in learning the language, noticeable barriers exist, particularly related to self-confidence and proficiency. For example, the statement “I lack confidence when I have to speak in English” scored lower (W.M. = 2.43), indicating hesitation in verbal communication. Additionally, the statement “I find homework in English difficult” (W.M. = 2.38) points to the challenges learners face in academic aspects of English.

This moderate level of personal attitude underscores the need to address self-confidence issues and the difficulties learners face. As Ahmed et al. (2021) emphasized, a positive attitude toward learning English is essential for successful language acquisition. Learners’ attitudes significantly shape their engagement with learning tasks, and a positive attitude can improve their ability to tackle challenges. In line with this, Colhando (2020) defines a learning attitude as an inherent and voluntary approach that influences both personal and academic growth. A supportive classroom environment that nurtures learners’ attitudes toward language learning is crucial for fostering motivation and overcoming challenges. Therefore, it is important to focus on interventions that build learners’ confidence through safe environments for practice, as well as confidence-building activities that enhance their self-efficacy.

As regards the influence of teachers on learners’ motivation received a general weighted mean of 3.28, categorized as “Agree.” This suggests that teachers significantly shape learners’ motivation to learn English. The highest-ranked statements were related to interactive methods like grammar games (W.M. = 3.40) and homework feedback (W.M. = 3.38), reflecting that learners appreciate engaging teaching methods that encourage active participation and provide timely feedback. Additionally, statements regarding ICT usage (W.M. = 3.33) and promoting collaboration and discussion (W.M. = 3.22) received positive responses, indicating learners’ desire for dynamic and varied teaching approaches.

This finding highlights the vital role teachers play in creating stimulating learning environments. Teachers should move away from repetitive methods and adopt innovative practices such as games, ICT integration, and promoting peer collaboration. According to Xiao et al. (2020), effective teaching requires an understanding of individual learners’ needs and preferences. Adapting teaching methods to meet these needs can help foster a more engaging and supportive learning environment, significantly improving motivation and, consequently, language acquisition. As Kaplan (2019) suggests, motivation drives students’ engagement both in formal and informal learning settings, and teachers can enhance motivation by offering instructional methods aligned with students’ interests and goals.

Talking about parental influence was evaluated with a general weighted mean of 3.03, also categorized as “Agree,” indicating that parental involvement plays a key role in motivating learners to study English. The highest-ranked statement was, “My parents often watch the English channels on TV” (W.M. = 3.19), suggesting that learners benefit from exposure to English outside of school. Statements regarding parents encouraging English speaking (W.M. = 3.03) and correcting mistakes (W.M. = 3.18) were also influential, demonstrating active parental involvement in their children’s language development.

This finding underscores the importance of parental support in language learning. Gülce Kalaycı (2018) found that active parental engagement not only improves academic performance but also fosters a positive attitude toward learning. In line with this, Rahman et al. (2018) emphasized that external support systems, such as parental involvement, play a significant role in motivating learners. Parents who engage in activities like watching English TV shows or providing constructive feedback at home contribute significantly to learners’ motivation and overall attitude toward language learning. As Kristine (2022) highlights, motivation stems from both intrinsic and extrinsic factors, and parental support can act as a strong extrinsic motivator that enhances learners’ engagement and enthusiasm for learning English.

The Developed Instructional Guide for Language Learning in Intermediate Grades

The researchers proposed developing an instructional guide for teaching language in intermediate grades. The instructional guide will serve as supplementary material and a resource for both teachers and intermediate learners. This is to enhance language learning. The creation of the instructional guide is critically examined, and the study’s findings serve as the major foundation.

CONCLUSION AND RECOMMENDATION

Based on the findings of the study, several important conclusions and recommendations can be drawn. The study reveals that Grade 4 learners constitute the highest number of respondents, followed by Grade 5 and Grade 6 learners. This distribution indicates that the study primarily captures the experiences of younger learners in the intermediate grades. The majority of the respondents exhibit high motivation to learn English, reflecting a generally positive attitude toward language learning among students in these grades. Moreover, the study found a significant relationship between age and grade level with learners’ attitudes toward English learning, suggesting that as learners progress through grades, their attitudes become more favorable. In contrast, there was no substantial connection between the learners’ demographic profiles and their motivation to learn English. This highlights the fact that motivation to learn English is not heavily influenced by factors such as gender, age, or grade level. Furthermore, the study indicates that teachers have a greater influence on learners’ motivation compared to parental involvement, with teachers appearing to play the most pivotal role in shaping learners’ attitudes and motivation. The developed instructional guide was found to be a valuable resource that could serve as supplemental material for elementary teachers and learners in grades 4 through 6.

In light of these conclusions, several recommendations are offered. First, it is recommended that the developed learning guide for teaching English undergo further enhancement and validation before it is implemented in actual classrooms, ensuring that it meets the diverse needs of learners. Second, the study should be regarded as a valuable tool for improving the quality of English language teaching and learning, potentially serving as a foundation for future curriculum development. Finally, future researchers are encouraged to use this study as a reference and explore other aspects of language learning to continue advancing the understanding of effective teaching practices. By taking these steps, educators and researchers can continue to improve language learning experiences and outcomes for students in the intermediate grades.

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