Conative, Cognitive, and Non-Intellectual Factors of the Language Proficiency of First Year Teacher Education Students
DOI:
https://doi.org/10.5281/zenodo.18871836Keywords:
English language proficiency, cognitive factors, conative factors, socio-cultural environment, teacher education, language learning anxiety, self-regulationAbstract
This study investigates the conative, cognitive, and non-intellectual factors that impact English language proficiency among first-year Teacher Education students in Calapan City, using a mixed methods research approach with an explanatory sequential design.
The study began with quantitative data collection and analysis, followed by qualitative data collection to expand on the initial
findings, providing a comprehensive view of the factors influencing language proficiency. Quantitative results show that students
exhibit high levels of goal orientation, self-regulation, and resilience, as well as strong metacognitive awareness and attention
control, which support their language learning efforts. Positive attitudes towards English significantly correlate with higher proficiency in reading, vocabulary, and grammar, while high language learning anxiety suggests an area for targeted support. Vocabulary emerged as a weaker area compared to reading and grammar, with notable variability in student performance. Qualitative insights further highlight challenges such as academic transition, personal and social adjustments, and financial pressures, which compound the complexities of language learning. The study proposes a project to enhance English proficiency and recommends that educational institutions adopt supportive strategies, including instructional diversification and psychological support systems, to foster both cognitive and conative skills. This research underscores the importance of a supportive learning environment and positive student
attitudes for successful English language acquisition and suggests areas for future research into the longterm impact of these factors on overall academic success.
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