Language Attitudes, Motivation, and Standards: A Case Study of Sociolinguistics in English Language Teaching

Information from the abstract

The global diversification of English challenges English Language Teaching to balance standardized forms with recognition of legitimate local and international varieties. This qualitative descriptive study examined the cognitive, affective, and conative language attitudes of 33 secondary-school EFL learners with low academic achievement in the Philippines and investigated how these attitudes were associated with motivation and perceptions of appropriate teaching and assessment standards. Participants were purposively selected based on English grades, classroom performance, school records, and teacher recommendations. Data were collected through semi-structured interviews and repeated non-participant classroom observations. The data were analyzed interactively through condensation, thematic display, conclusion drawing, and verification, supported by methodological triangulation, peer debriefing, member checking, an audit trail, and researcher reflexivity. The findings showed that learners cognitively associated American and British English with correctness, prestige, academic achievement, and employment. Affectively, they experienced greater comfort and confidence with Philippine English, while native-speaker comparison generated anxiety and linguistic insecurity. Conatively, learners preferred familiar, intelligible English for everyday interaction but selectively valued standardized forms for formal writing, examinations, presentations, and professional communication. Positive recognition of learners’ linguistic identities strengthened participation and motivation, whereas public correction and rigid native-speaker expectations encouraged avoidance. Participants supported standards that combined accuracy with intelligibility, task achievement, interaction, effort, and improvement. The study concludes that inclusive ELT does not require abandoning standards; instead, standards should be scaffolded, transparent, and adjusted to communicative purpose. Diversified linguistic exposure, respectful corrective feedback, and context-sensitive assessment can provide academically vulnerable learners with more equitable opportunities to develop and demonstrate English competence.

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Related topics: Multilingual Education and Policy · EFL/ESL Teaching and Learning · Second Language Learning and Teaching