College of Education

Language Amotivation and Approaches to Learning English among Filipino College Freshmen

(24 F U 2 06)

Dr. Rochelle Irene Lucas
Dr. Mildred Rojo-Laurilla

The present study explores Filipino college freshmen students' approaches to learning in relation to amotivation (possible lack of motivation in learning English as a second language) and related experiences in using English outside the language classroom. Adapting Biggs (2001) and Legault et al's (2006) to evaluate the learning approaches of the students in studying the target language, the researchers surveyed 224 students from different colleges in the university taking the first General Education English course (English one). The results of the study indicate that university freshmen students are neither predominant on either deep approach nor surface approaches to learning. They use both strategies to almost the same extent. In terms of dimensions of amotivation, the results indicated that freshmen students did not exhibit much of the indicators of amotivation implying that they still show interest and are motivated to learn English as a second language. The cohesiveness of their responses to questions on amotivation also indicated that they have more or less the same perceptions of the value of the task, task characteristics, and their beliefs about their abilities and efforts in learning English.

Towards Transformative Teaching and Learning in the College of Education: The Journey

(44 F U 3 04)

Dr. Auxencia Limjap
Dr. Remedios Miciano
Dr. Leonisa Mojica


To help clarify and concretize the philosophy and practice of transformative teaching/learning for the College of Education faculty, modules on teaching philosophy and learning theories (Module 1), teaching strategy and assessment (Module 2), and classroom management (Module 3) were developed. Piloted on three different afternoons, the modules were each designed as a joint presentation between the researcher (as facilitator) and a resource person. All three modules merited a high evaluation from both the participants and the resource persons.

The main problem in piloting the modules was lack of time. Due to this problem, the assessment module was not carried out as it had been originally designed, and the workshop output (the reflection essays and the pedagogical plans of the participants) were sometimes short and sketchy. Nonetheless, as a whole, the design and piloting of the transformative teaching/learning modules was successful. Recommendations to further improve the content and delivery of the modules were given by the participants and the resource persons.