Work

Investigating the Influence of English Language Exposure and Teacher Creativity on Motivation for English Language Learning Among Undergraduate Students

Year: 2025

Type: article

Abstract: Undergraduate students in English Medium Instruction settings encounter linguistic, psychological, and social challenges that impede motivation for English language learning. While previous research has explored English language exposure and teacher creativity independently, their combined influence remains understudied. This study examined the levels of exposure, teacher creativity, and motivation, alongside their interrelationships, using survey data from 304 undergraduate students in Davao del Sur. Results revealed moderate English language exposure (M = 3.49, SD = 0.708), with the highest levels in media use (e.g., watching English movies, M = 4.20, SD = 0.935) and the lowest at home (M = 2.29, SD = 0.734). Teacher creativity was rated high overall (M = 3.88, SD = 0.784), particularly in fostering motivation through feedback (M = 4.07, SD = 0.923). Motivation was predominantly instrumental, with career-related goals rated highest (M = 4.53, SD = 0.808). Regression analysis demonstrated that teacher creativity significantly predicted motivation (β = 0.593, p < 0.001). In contrast, exposure correlated weakly with motivation (r = 0.326, p < 0.001) and lacked predictive power (β = 0.077, p = 0.120). These findings highlight the critical role of creative teaching strategies in enhancing motivation, supported by diverse exposure opportunities.

Source: Psychology and Education A Multidisciplinary Journal

DOI: 10.70838/pemj.340808

Authors: Loui Jay Pitpit, Gonzalo Jr. Inojales

Institution: Davao del Sur State College

Language: English

Topic: EFL/ESL Teaching and Learning

Subfield: Language and Linguistics

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: hybrid

OpenAlex ID: W4409168464