Demotivating Factors in Learning The English Language Among Sulu State College Senior High School

Abstract

This study assessed the extent of demotivating factors in learning the English language among Sulu State College Senior High School students during the Academic Year 2021-2022. Adopting the descriptive-correlational research design with 100 samples taken through purposive sampling method, and data were treated through the use of weighted mean, standard deviation, t-test for independent samples, One-way ANOVA, and Pearson’s r, this study reveals the following findings: 1) Almost all of the student-respondents are within 15-20 years old, the majority are female, equal number of Grade 11 and Grade 12, with more enrollees in STEM. 2) Student-respondents considered the following aspects as significant demotivating factors: “Most of the English passages in textbooks focused on the grammar”, “A great number of textbooks and supplementary readers were assigned”, “The teacher is very strict towards the students”, and “I believed my native language could meet my future language need on the job”. 3) Generally, there is no significant difference in the extent of demotivating factors f learning the English language among senior high school students at Sulu State College when data are categorized according to gender, age, year level, and academic strand. 4) There is a moderate positive correlation among the sub-categories subsumed under demotivating factors of learning the English language in the contexts of Learning contents and materials, Classroom Environment, Teachers’ competency and teaching style, Experience of failure, Attitudes towards the English-speaking community and the practical importance of English, and Lack of intrinsic interest. This study tends to support the principle proposed by Bednáøová (2012 in Chamg Lui 2020) which asserts that demotivation concerns the psychological state of students who were previously motivated to learn English to reach the intended goals, but are now affected by internal and/or external factors that impede, reduce or even cancel out their learning motivation and restrict their full progress.