AFFECTIVE LANGUAGE LEARNING AND ENGLISH LANGUAGE COMPETENCE OF PURPOSIVE COMMUNICATION STUDENTS

Author Name: Genesis G. Genelza

Volume/Issue: 02/10

Country: Phillipines

DOI NO.: 08.2020-25662434 DOI Link: https://www.doi-ds.org/doilink/04.2022-53864544/UIJIR

Affiliation:

College Instructor, University of Mindanao Tagum College, Tagum City, Philippines

ABSTRACT

The English language is significant and useful in the academic life of students. The correlational study was designed to determine the significant relationship between affective language learning and English language competence of Purposive Communication students. After the data being gathered, the results showed that the respondents have a very high level of affective language learning with a mean score of 4.55. While the English language competence has 4.33 mean score which also has a very high description. When it comes to determining the acceptance or rejection of the hypothesis, it was found out that there is a great significant relationship between the two variables with a p-value of 0.003, hence the rejection of the hypothesis at the 0.05 level of significance. The results of the study can be used to design strategies to expand students' English language competence in order to support their affective language learning and succeed in school and in their chosen profession. Therefore, the institution must ensure that the teaching strategies and authentic activities for increasing students' English language competence are effectively incorporated into the undergraduate program. Teaching the curricular subject and having competence in the language used for instruction surges the learner's exposure and opportunity to understand the content of instruction, resulting in enhanced student control over what is taught in class and favorable academic outcomes.

Key words: affective language learning, English language competence, motivation, purposive communication, self-confidence, speaking performance