Understanding Last-Mile Learners’ Motivation in English Language Learning Toward Developing the MOTIVE Framework
DOI:
https://doi.org/10.22333/ijme.2025.9891Keywords:
English Language Learning, Heritage Language, Motivational Factor, Socioeconomic StatusAbstract
Motivation plays a crucial role in successful language learning, especially among last-mile learners who face distinct barriers due to geographic isolation and limited access to educational resources. This study aims to understand the key factors influencing English language learning motivation among last-mile learners, serving as a foundation for developing the MOTIVE Framework. The participants, primarily female students aged 13 to 14, predominantly speak Cebuano as their heritage language and prefer Filipino as the medium of instruction. Many come from low socioeconomic backgrounds typical of last-mile communities. Findings reveal that students’ motivation is shaped by a range of personal and contextual factors, with varied associations observed. Pearson’s correlation analysis indicates no significant relationship between age and personal factors. Gender and grade level show some correlations with motivational components, but these are not consistent. Other sociodemographic variables, such as heritage language, preferred medium of instruction, parents’ education, occupation, and income, generally show no significant correlation with motivation. These results highlight the need for learner-centered approaches that address individual experiences, preferences, and challenges in order to foster motivation and support English language learning among last-mile learners.
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