The present research signified the instrumental and integrative motivation factors in learning English among university students in Northern Samar, Philippines. Based on the findings, the researchers developed English teaching implications. The study employed a descriptive research design. A total of 570 randomly sampled college students enrolled in GE 2 (Purposive Communication) during the First Semester of Academic Year 2020-2021 were considered as research participants. The questionnaire was adapted from the study of Gardner (1985). Findings revealed that the instrumental factor was “motivated” while their integrative motivation was “much motivated.” Thus, the learners’ integrative motivation is higher than their instrumental motivation toward the desired language. Infusing measures and mechanisms to help the learners manifest their instrumental and integrative motivation toward the desired English should be given emphasis by language teachers. Lastly, some English teaching implications were formulated, to wit: awell-sound revisit to the teachers’ teaching approaches and strategies, attitude and behavior at work, and the performance tasks of the learners is very necessary.
motivation factors, integrative factors, instrumental factors, university students, English learning, English teaching implications
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