Dimensions of English Language Learning Motivation of College Students – STEM Related Program in Region XI: An Exploratory – Sequential Approach

This study explored the dimensions of English language learning motivation of college students – STEM-related programs in Region XI, particularly developed a measurement tool to measure college students’ English language learning motivation. Through purposive sampling, the study participants were college students. The exploratory factor analysis (EFA) yielded six factors: effort, challenges, commitment, external support and influence, career and global relevance, self–regulation, intrinsic learning motivation, and English learning attitudes. The model was found to be the best fit using confirmatory factor analysis (CFA) and other tests of fit indices. The final questionnaire, the main output, had 56 items and was found to have good reliability based on its Cronbach’s alpha. A descriptive survey also revealed that the level of English language learning motivation of college students – in STEM-related programs was high. Additionally, it was found that there is no significant difference between the level of English language learning motivation when grouped according to year level, program, and type of school. However, there is a significant difference between college students’ English language learning motivation when grouped according to sex. Based on the results, the developed questionnaire will aid in determining the level of English language learning motivation of college students – STEM related which can be used in future planning, policymaking, and program implementations of different sectors.