TABLE OF CONTENTS

Declaration - - - - - - - - - - iii

Certification - - - - - - - - - - iv

Dedication - - - - - - - - - - v

Acknowledgement - - - - - - - - - vi

Abstract - - - - - - - - - - vii

Table of Contents - - - - - - - - - viii

List of Tables - - - - - - - - - - ix

CHAPTER ONE: INTRODUTION

1:1 Background of the Study - - - - - - - - 1

1:2 Statement of the Problem - - - - - - - -

1:3 Purpose of the Study - - - - - - - -

1:4 Research Question - - - - - - - -

1:5 Hypotheses - - - - - - - -

1:6 Significance of the Study - - - - - - - -

1:7 Scope of the Study - - - - - - - -

CHAPTER TWO: REVIEW OF RELATED LITERATURE

2:1 Theoretical Framework - - - - - - - - 2

2:1:1 Constructivism Learning Theory (Piaget, 1976) - - - - -

2:1:2 Self-Determination Theory (SDT) (Deci and Ryan, 1985) - - - -

2:2 Conceptual Framework - - - - - - - -

2:2:1 Concept of Motivation - - - - - - - -

2:2:2 Students’ interest and readiness in the Learning of English Language - -

2:2:3 Discipline and Readiness of Students’ in the Learning of English Language -

2:2:4 Extracurricular Activities and Readiness of Students’ in English Language Learning

2:2:5 Classmates Influence and Readiness of Students in English Language Learning -

2:3 Empricial Framework - - - - - - - -

CHAPTER THREE: RESEARCH METHOD

3:1 Design of the study - - - - - - - - - 3

3:2 Area of the study - - - - - - - - -

3:3 Population of the study - - - - - - - -

3:4 Sample and Sampling Technique - - - - - - -

3:5 Instrument of Data Collection - - - - - - -

3:5:1 Validation of the Instrument - - - - - - -

3:5:2 Reliability of the Instrument - - - - - - -

3:6 Method of Data Collection - - - - - - -

3:7 Method of Data Analysis - - - - - - -

CHAPTER FOUR: RESULT AND DISCUSSION OF FINDINGS

4:1 Results - - - - - - - - - - 4

4:2 Hypotheses Testing - - - - - - - - -

4:3 Major Findings - - - - - - - - -

4:4 Discussion of Findings - - - - - - - -

CHAPTER FIVE: SUMMARY, CONCULSION AND RECOMMENDATION

5:1 Summary - - - - - - - - - -

5:2 Conclusion - - - - - - - - - -

5:3 Recommendation - - - - - - - - -

References

Appendix
 LIST OF TABLES

Table 1: Percentage Analysis of Student Interest and Readiness in the Learning of English Language.

Table 2: Percentage Analysis of discipline and Readiness of the students in the Learning of E.L.

(N=310).

Table 3: Percentage Analysis of Extracurricular Activity and Readiness of Student Learning of English

Language.

Table 4: Percentage Analysis of Classmate Influence on the Students’ Readiness in the learning of the

English Language.

Table 5: Summary of correlation Analysis of students’ interest and English Language learning.

Table 6: Summary of Correlation Analysis of discipline and Students’ Readiness in English Language.

Table 7: Summary of Correlation Analysis of Extracurricular Activity and Readiness of Students in

English Learning.

Table 8: Summary of Correlation Analysis of Classmates and Readiness of Students in the Learning of

English Language.

DECLARATION

I hereby declare that this project titled: Motivational Factors and Learners’ readiness to learn English

language in adult and secondary education in Oron L.G.A of Akwa Ibom State has been written by me
and that it is the record of my research work for the award of degree. All sources of information are

specifically acknowledged using references.

Blessing Daniel Thompson

April, 2024

Researcher
 CERTIFICATION

This project titled: motivational factors and learners’ readiness to learn English language in adult and

secondary education in Oron L.G.A of Akwa Ibom State by Thompson, Blessing Daniel with Matric

No Nov213094169 of Programme: English Education in Faculty of Education. National Open

University of Nigeria (NOUN). It has been read and found to meet the requirement for the award of

degree of BA (ed.).

Dr. Princewill Signed/Date

………………………… …………………………

Prof …………………….. Signed/Date

Centre Director ………………………….

 DEDICATION

This work is dedication to my dear husband, Mr. Daniel Udo Thompson for all the support in all

aspects. Also, to my five (5) precious children.

 ACKNOWLEDGEMENT

I hereby express my profound gratitude to Jehovah God the undersigned designer for his underserved

loving kindness, his protection through thick and thin of academic vigor of project writing.

I sincerely appreciate the effort of Dr. Princewill I. Egwuasi my project supervisor for his patience

advice who took tune to read and offer useful suggestions and corrections. Dr. Mrs. Nyark, Iniobong

who touched my academic life in a spectacular way

This work would not be complete if I fail to acknowledge the heartfelt contribution of my beloved

mother (mother indeed) Mrs. Comfort Tisong Ekpo for moral support, my dear husband, all my

children Salome, Naomi, Lydia, Eunice, and Queen for their loving contributions. My dear sis Mrs.

Queen Ating for her invaluable assistance.

Finally, I recognize the moral support of dear colleagues late sister Esther Ekpenyong who even

encouraged me to kick off the programme though she is not alive to witness, various authors whose

books and journals support served as reference materials for this work.

I express my gratitude to my son’s in-law Mr. Friday Sunday Duncan, Mr. Matthew Okon Utukubok,

Mr. Uko Ikameenyi Isong for their various contribution toward the success of this research work.
 ABSTRACT

Motivation is the driving force behind every action done effectively, Hence, the study deals with

motivational factors and students readiness to learn English language in Oron L.G.A of Akwa Ibom

State.

Four objective research questions and hypotheses guided the study. A correlational research design was

employed in the study. A sample size of 310 respondents (students) who were selected randomly using

simple random sampling technique was used in the study. The study also made use of structure

questionnaire as instrument for data collection. The data generated were analyzed using percentage for

research question and person product moment correlation(PPMC) for testing the hypotheses at 0.05

level of significance findings of the study also revealed that interest, discipline and extracurricular

activities significantly relate with students readiness in learning English language while classmates has

no relationship, based on the finding. It was recommended among others that parents would do well to

encourage their children to learn English language at early stage and educate them on importance of

English language being official language in the country (Nigeria)

 Chapter One

Introduction

1.1 Background of the Study

There are two types of organizations, informal and formal. Informal are regarded as unplanned

friendship associations that develops as a result of people living or working together.

Formal organization according to Nkanga (2002) are planned rational, goal-oriented entities which are

characterized by certain features, they set some goals and members work together and function

according to their specializations.

To achieve success human behavior and activities are regulated and constrained in order to ensure

stability as well as continuity.

English language is one of the languages used widely in Nigeria and in the world at large. It is

becoming more important in international co-operation and communication in daily life.

Communicating in English has become a core confidence that should be developed in all academic

contexts with all readiness. For some students, learning English as a second language become most

difficult subject due to difficulties in learning. English language can make students lose interest easily

(Yusimah and Anyah 2014).

However, English adopted by Nigeria as an official language due to globalization has compelled

students irrespective of the difficulties they face to set their mood towards learning and being ready to

learn English as a compulsory subject at all level of education.

Readiness to learn English language according to Saroh (2019) requires competence in all the four

skills of English language is related to motivational characteristics of students.

Motivational factors is necessary to maximize the English language good result and positive outcomes.

Therefore, motivation and readiness has been proven to play important role in learning English

language. According to Chuwmei, zhu and lipping (2013), learner’s motivations play a crucial part in

learning English. Further stress is that learning motivation once formed, would be used by student as

initiative study attitude to kick off learning which in turn will promote, guide and maintain learning

spirit. Ausubel (1968) cited Chunmei et al (2013) maintain that there is complimentary relationship

between motivation and learning. Thus motivation will make way for readiness to learn English as a

second language.

According to Degang (2012) learning of English language is a tool for progress that can be used to take

global trends and growing demands for English speakers. The author opined that his goal cannot be

achieve without motivation. Mondy et al (1980) in Peretomode (2001) saw motivation as the process of

influencing or stimulating a person to take action that will accomplish desired goal.

On this strength, teachers who are the hubs of the school system need adequate motivation, learners too

need motivation so as to be willing and ready to, at all time to play their different roles satisfactorily.

Motivation is a force that activates, encourage, directs and keeps goal directed behavior. Readiness of

students in English language requires several motivational factors. According to Kusmaryati (2017)

readiness is one of the strongest motivational factors for learning English.

Eidwick 2009 noted that leaners display more persistence, engagement and positive effect toward tasks

which they are interested in and ready.

Readiness and interest are motivational factors that influence the use of language learning strategies

and choices for the direction and duration of attention.

(Aniely, Hidi and Berndoff, 2002). The authors further stressed that individuals with defined interest on

a particular task are more likely to set goals that are task-specific with effective learning behaviors

toward the task.

Readiness and interest powerfully influence student’s academic and professional choices. The authors

buttressed that when students are interested in what they learn, hopefully they will pay an undivided

attention, they will process the information more efficiently and employ effective learning strategies.

Discipline also have strong relationship in getting the students ready to learn English language.

As a motivational factor, Blegur, Manu and Sauisa (2020) posited that learners with highly disciplined

characters report high task orientation, competent and autonomous feeling. The authors maintained that

having high discipline is one of the indices to shape the learners cognition and motivate the learners in

learning English language.

Extracurricular activities have been recognized as the factors that motivate students to get ready and stir

interest in learning English language.

Reva (2018) defines extracurricular activities as learners activities that fall outside the normal

curriculum regular course of classroom instruction and are sometimes conducted with some

participation of instructors. This outside activity (extracurricular) is conducted to help student get ready

for learning base on their potential, talent and interest needs.

Extracurricular emphasizes the students need of knowledge enrichment, potential development and skill

acquisition outside the classroom.

According to Reva (2018) the most popular kinds of student societies that help in their development in

learning English language are debate societies, sports and games exposure, library, science laboratory,

press clubs which help to improve student in their writing abilities, speaking abilities, literary criticism

abilities and reading skills, These societies provide students with the opportunity to learn and become

more proficient in English language.

The relationship between classmates and student learning achievement have been formed to have

positive outcomes. Cocc and Kin (2019) reported strong influence, referring classmate as one of the

motivational factors in English language learning and mastery especially in reading skills.

Hond, Corter, Hond and Pelletier (2016) acknowledged that classmate interactions in the classroom

encourage students to improve in communication skill using English.

The authors stressed that brainstorming, discussion study groups among others facilitates effective

learning including English language ,as students learn from each parents may also make decisions

about schools in part due to beliefs about the advantages of learning from high achieving

classmates/pears (cooc & kiln, 2016).

Students who have strong learning motivation take a correct and positive attitude towards study and

make great efforts to master English with clear good and desire thereby gain better grades.

(chunmei ,zhu & liping ,2013). It is an established fact from researchers that motivation is such a basic

factor in learning English language that no teacher nor student could avoid being concerned about.

English language teachers should be able to identify the mechanisms or factors that could motivates

student to develop in the language.

They should learn to accept responsibilities for effective management of the school. School

administrators should see motivation as, for examples English teachers as that which enhances

productivity and in turn help in the improvement of students’ academic performance.

Students on the other hand, should be able to ascertain what motivate them to learn English language as

a compulsory subject and medium of communication in a country (Nigeria).

This study therefore seek to determine the motivational factors for students and readiness to learn

English among adult and public secondary school in Oron Local Government Area of Akwa Ibom state,

Nigeria.
 Statement Of The Problem

1.2 The issue of lack of motivation has led to poor academic performance of students in internal and public

examinations, no provision of working tools for teachers especially now that English language has

become the most spoken language and official language in Nigeria. English language is made

compulsory and necessary for all Nigerian students at all levels of education ranging from primary

through secondary to tertiary level. Nigerian students is expected to be fleunt in English language and

communicate with the outside world using the language.

However, it has been observed that most secondary school students especially public secondary school

and adult school using( LI) mother tongue as they find it difficult to express themselves using English

while discussing, communicating and interacting.

This has become embarrassing to parents of such students and themselves.

The zeal and readiness of most students toward the learning of English language have gone low, some

shy away from English studies classes which result in low academic performance in English subject.

To review the loss interest and enhance effective learning of English language, students need to be

motivated. This motivation requires appropriate and suitable mechanisms that will stir readiness in

learning English language. Hence, the aim of this study which seeks to determine motivational factors

for stirring students readiness to learn English language among public secondary and adult schools in

Oron Local Government.

1:3 Purpose of the Study

The purpose of this study is to determine motivational factors and learners’ readiness to learn English

language among public secondary and adult school in oron LGA of Akwa Ibom State.

Specifically, the study seeks to achieve the following objectives:

1. To determine the relationship between students’ interest and readiness to learn English language.
 2. To determine the relationship between discipline and the readiness to learn English language.

3. To examine the relationship between extracurricular activities and the stirring of readiness to learn

English language.

4. To examine the relationship between classmates and stirring of readiness to learn English language.

1:4 Research Questions

The following questions are formulated to guide the study:

1. What is the relationship between students’ interest and readiness to learn English language?

2. What is the relationship between discipline and readiness to learn English language?

3. How does extracurricular activity relate to stirring of readiness in learning English language?

4. What is the relationship between classmates and the students’ readiness to learn English language?

1:5 Hypotheses

The following null hypotheses tested 0.05 level of significance were formulated to guide the study .

1. There is no significant relationship between students’ interest and readiness to learn English language.

2. There is no significant relation between discipline and students’ readiness to learn English language.

3. Extracurricular activities do not significantly correlate with the stirring of interest and readiness to learn

English language.

4. Classmates do not significantly correlate with the stirring of readiness to learn English language.

1:6 Significance of the Study

This study examined motivational factors and learners’ readiness to learn English language among

public secondary and adult schools in oron LGA.

Findings of this study would be beneficial to schools’ owners and managers, English language teachers

would expose the motivational mechanisms necessary for the stirring of readiness to learn English

language and help them understand how effective and be able to use them effectively.

The findings of the study would also provide useful and irrelevant information for curriculum planners

which will help them develop learning programs in English language studies that will motivate students in
 secondary and adult schools so that they will appreciate and learn effectively as their second language

(L2).

Generally, the study would be significant to scholars and researchers who want to get more information on

the study area as this would contribute to existing body of knowledge.

1.7 Scope of the Study

The study was delimited to public secondary and adult school students in Oron Local Government Area

Akwa Ibom State.

The study was delimited to motivational factors such as student interest, discipline, extracurricular

activities and classmate’s relationship.

Furthermore, the study was delimited to 2023/2024 academic session.

 Chapter Two

Review of related literature

This chapter review of literature related to this study under the following subheading; theoretical

framework, conceptual and empirical framework and summary of the reviewed related literature.

2.1 Theoretical Framework

For the purpose of this study, two theories were used as foundation for the study. The theories include:

constructivism learning theory and self-determination theory.

2.1.1 Constructivism Learning Theory (Piaget, 1971)

Constructivism learning theory (CLT) was propounded by Jean Piaget in 1971. The theory states that

learners learn new concepts and ideas based on their prior or previous knowledge concerning the

concept. The theory emphasizes the importance of the active involvement of learners in constructing

knowledge for themselves.

Here, student are taught to use background knowledge and concepts to assist them in their

acquisition of novel information. On approaching such new information, the learners faces a loss of

equilibrium with their previous understanding and this, demands a change in cognitive structure. The

change effectively combines previous and novel information to form an improved cognitive scheme.

According to the theory, to design effective teaching and learning environments, teachers needs a good

understanding of what students already know when they are in the classroom.

Implication of constructivism learning theory to this study is that, students readiness in English

language requires their prior or background knowledge on the subject matter. For example, for student

to learn effectively compound and complex sentences, they ought to have background knowledge of

simple sentences construction as well as part of a sentence. According to the theory, this prior
knowledge will facilitate the acquisition of the new lesson or concept (compound and complex

sentences).

To this end, a teacher should have good understanding of the student’s background knowledge of the

new lesson or topic in order to plan effectively and organize his/her lesson. The implication of the

theory to this study also emphasize that students are motivated to learn new ideas and lesson If they

already had background of the new lesson introduced by the teacher.

On the other hand, if there Is no link or relationship between the student’s fore knowledge and the

new lesson, the student’s lack motivation and interest in the learning, this learning would be impaired

or will not take place.

2.1.2 Self Determination theory (SDT) (Deci & Ryan, 1985) Self Determination theory (SDT) was

developed by Edward Deci and Richard Ryan in [Link] theory posits that individual need the

satisfaction of three basic psychological needs which are innate and universal in order to be

motivated. These needs are autonomy (a personal endorsement of one’s action deriving from

self), competence (self confidence in the ability to complete activities), and relatedness (positive

inter personal relationships with others). When these needs are satisfied by the individual’s

social milieu, the individual becomes more motivated to act and show greater positive outcomes

in the education setting (Deci & Ryan 1985).

Implication of self-determination theory to this study is that, student’s readiness in learning English

language can be achieved when the students have the feeling that they learn English at their own will,

in line with their personal desires without being pressured by anybody (autonomy). Also, when the

students have self confidence in their ability to learn, speak and write in English language

(competence), and when the students have positive interpersonal relationship with their English

language teacher and colleagues (relatedness). Hence, student motivation to study English language
 would be stimulated when these three needs are satisfied and most success will be recorded as far their

interest and readiness in learning English is language concerned.

Furthermore in order to get ready to learn English language, the theory suggests that student need to

believe in themselves that they can learn effectively the four skills of the language being listening,

speaking reading and writing skill if there are intrinsically motivated .

2.2 Conceptual Framework

2,2,1 Concept of Motivation

Motivation according to Greddler, Brousard and Garrism (2011) is the attribute that moves us to do

or not to do something. Guary et al (2010) referred to motivation as the reasons underlying behaviours,

which are characterized by willingness and volition. According to Goyal (2015). Motivation is a

process that initiate guides and maintain goal-oriented behaviours.

Motivation is what cause us to act, it involves the biological, emotional, social and cognitive force

that activate behaviour. The author maintained that motivation in education can have several positive

effects on how the students learn and how they behave toward subject matter. Motivation can direct

behaviour toward particular goals, lead to increase effort and energy, increase invitation of, and

persistence in activities, enhance cognitive processing, determine, what consequences are reinforcing

and lead to improved performance.

Motivation has been broadly recognised by scholars, researchers and teachers as one of the major

vaiables that determined the level and success of learning second language (other man & shuqair,

2013).

The authors opines that motivation on learns should be enthusiastic, eager to work hard, concentrate on

task given, do not require constant encouragement, willing to confront or tackle challenges and could

even motivate others as well as facilitates collaborate learning. Oxford and shearin, citied in othman

and shuqiar, 2013) identified six variables that influence motivation in language learning. These are
attitude (that is, sentiments toward the target language), beliefs about self (that is expectations about

one’s attitude to succeed, self-efficiency and anxiety), goals (perceived clarity and relevance of learning

goals as reasons for learning), involvement (that is extent to which the learner actively and consciously

participates in the process),environmental support (that is, extent of teachers and peers support)

personal attributes (that is aptitude and language learning experience).

Classification of Motivation
Motivation represents one of the most appealing, yet complex variable used to explain
individual differences in language learning. This include description of how complex the research is,
classroom instructors and what learners faces when giving an overview of the concept. Hence Gardener
and Lambert in 1976 categorised motivation into: intrinsic, extrinsic or instrumental and integrative
(Yusuf and Achmad, 2016).

Intrinsic Motivation

Yusuf and Achmad (2016) described intrinsic motivation as that which comes from the leaners.

Noel (2009) acknowledged that intrinsic motivations are the reason for second language learning, that

are derived from one’s inherent pleasure and interest in the activity, in the sense that the activity is

undertaken because of spontaneous satisfaction that is associated with it .According to Noel, intrinsic

motivation is the highly self-determined type of motivation, such that when individual learners are

intrinsicly motivated, they feel free to choose any activities which are interesting and fun. Leaners

motivated that way are considered to be fully self-determined and they will engage in the activity using

their own creativity without any external factor/pressure.

Yashima (2009) added that intrinsic motivation is inbuilt in the language learning process, such as

whether learning the language is from, interesting or enjoyable, engaging, challenging and competence

enhancing.

Lisa (2017) viewed intrinsic motivation as engagement in behaviour that is inherently satisfying or

enjoyable. According to the another, intrinsic motivation is non-instrumental in nature, that is

intrinsically motivated action is not contingent upon any outcome separable from the behaviour itself.

For example a child may choose to read a particular novel for no other reason than because it is

interesting and innately satisfying.

Amjah (2018), explain intrinsic motivation as that which comes from someone’s mind in order

to experience pleasure, enjoyment, satisfaction by doing such activity without encouragement from any

source.

Extrinsic/Instrumental Motivation

Extrinsic motivation refers to performance or behaviour that is fundamentally contigent upon the

attainment of an outcome that is separable from the action itself. In other words, extrinsic motivation is

instrumental in nature.

It is preformed in order to attain some other outcome. For instance, a student study for a test or

examination so as to have high marks (A result) (Lisa, 2017). According to Noel (2008), extrinsic

motivation comes from outside the learner and refers to the practical or utilitarian dimension of

language learning.

This motivation includes the reasons for second language (English) that reflects practical goals, such as

containing an academic goal or job advancement. The another further stressed that learners in this

situation are not really interested in learning, but he/she learns for a particular purpose.

An example is a secondary school student who learns English Language because he wants to gain

admission into tertiary institution since the subject is one of the compulsory requirements for

admission.

However, teachers’ positive behaviour has been to also influence the students’ behaviour positively in

the process of learning English Language.

Integrative Motivation

Integrative motivation refers to the willing or desire to be such as value members of other language

community. To this end, the learner must adopt various feature of behaviour, such characterizes another
 linguistic community, example new vocabulary, grammatical rules, pronunciation and sounds among

others. (Yusuf & Achmad 2016).

Yashima (2019) viewed integrative motivation as interest in foreign language and attitudes toward the

second language community, reflecting individuals’ willingness and interest in social interaction with

members of other groups. Gardnes & Lambert, cited in Yusuf and Achmad (2016) believed that

integrative motivation is expected to have more lasting effects than instrumental, which lead to high

correction with achievement. Thus as learners pursue to build up their ideal second language, it is

possible for instrumental motives to become internalized (Weger, 2017).

Integrative motivation according to Nawaz, Amin and Tatta [2018] is a positive attitude towards the

second language for communication and adopting the culture of the speakers of the language.

2.2.2 Students Interest And Readiness In Learning English Language.

Student interest according to win [2018] is the most important factor in learning English as a second

language. The author therefore, conceptualized interest as, both as individual preposition and as a

psychological state, which is characterized by focused attention, increased continue and affective

function, improved self-confidence and persistent effort. Dewey cited in win [2016] that interest is

essential for pleasurable, satisfying learning and research has confirmed that interest predicts both

intrinsic motivation for learning and positive effect.

Interest according to Eidswick [2010] has strong influence on learning. The author stressed that

individuals display more persistence, engagement and positive effect towards tasks, they are interested

in. This however, helps develop their cognitive ability towards the given task. Mustafa and salim

[2017] explain that interested individuals with defined interest are more likely to set goals that are task-

specific, and have effective learning behavior that resemble habits.

Students’ interest and readiness to learn English Language do have strong association. This have focus

on three type of interest which include individual situational and topic interest.
Individual interest is considered to be individual predisposition to attend to certain activity.

This behaviors are associated with a psychological state of positive effect and persistence and tend to

result in improving the learners in second language learning. (Ainley, Hidi & Berndoff, 2008).

According to Ahmard Zeb Ullah and Ali (2017), students with individual interest on a particular subject

tend to develop high self-esteem and participate enthusiastically in the learning process, such students

are more committed, more confident, active and motivated toward learning of that subject.

Situational interest is the psychological state of interest that can be generated by specific environmental

stimuli. These stimuli include contact features such as human activity or life themes and structure

features such as the ways in which task are organized and presented (Mustaph & Salim 2018).

Hidi and Renninger (2009) opined that both individual and situational interest when trigged by

environmental factors may evoke or contribute to the development of long-lasting interest and

improved cogivitve functioning. The authors maintained that high level of interest will automatically

lead to a high degree of attention and will foster the readiness of a student to get involved with learning

activities, thus using the probability by successful learning.

Topic interest according to Ainley, Hidi and Berndoff (2006) refers to the interest elicited by a

word or paragraph that presents the reader with a topic.

According to Rachman (2019), topic interest is important to teachers because it is controllable, in

classroom activities and it makes up a point of coming together between the more ephemeral situational

interest and the more enduring and engaged individual interest would be. Interest is believe to be

learners preference in doing one job or activity instead of others, and it is showed with accrued

attention and emotional engagement of learners.

Yusimah and Amijah (2016) added that interest is one of the strongest motivation for learning English,

and motivation has been identified as one of the main factors effecting English language learning.
 Students’ interest and readiness according to Kusmain (2018) is important in learning and they play

important role in developing students’ thinking ability. Interest and readiness powerfully influence

students’ academic and professional choices. That is of course the teachers’ responsibility to establish

the relations between students’ interest and new knowledge. The author explained that students are

mostly interested in what they are learning, hopefully they will pay close attention, they will also

process the information more efficiently as well as employ more effective learning strategies such as

engaging in critical thinking, making corrections between old and new knowledge, and attending to

deep structure instead of surface features. Furthermore, when the students are ready and interested in a

task they will work harder and persist longer, bringing more of their self-regulatory skills into play.

Idit, Avi, Yaniu and Yoella (2006) referred to interest as intrinsic value which they defined as

the enjoyment people experience when doing task, or their subjective interest in the content of the task.

According to the authors, intrinsic interest may enable students’ to remain in a task Without receiving

immediate feedback because it can allow them to perceive task as enjoyable and as containing

personally meaningful information, which they can connect with various issues that interests them. In

addition children who have an interest in certain topic, might be able to rely on internal cues as so to

how well they are doing due to their experience with similar tasks.

2.2.3 Discipline and readiness of student in the learning of English language

Discipline is the deliberate, or lack of action to regulate [Link] is the practice frank and

strict adherence to legislations and guidelines, cultural standards and values, the ability to control

oneself or others, even in challenging circumstances. Discipline means teaching acceptable behavior

and unhealthy maladaptive behaviors with support, guidance and directions in managing behavior. It is

about setting limit, clarifying roles, responsibilities and mutual expectations, also creating a predictable,

orderly and stable life.

(Bodo,2020), Novelia (2020) views discipline as an attitude of respect ,obedience, to the applicable

regulations, both written and unwritten and able to carry it out and not avoid accepting sanctions if they

violate the duties and authority given to them. Flippo cited in Novelia (2020) argued that discipline is

every effort to coordinate one’s behavior in the future by using laws and rewards. According to the

authors, discipline focuses on an attempt to organize one’s behavior so that, it is accustomed by

carrying out something as it should be stimulated by punishment and rewards.

Discipline can come from the students themselves while it is referred to as self-discipline, it can

be instilled in the students by the teacher or school management, which refers to constructive

punishment (Mehta 2018).

According to the author, discipline is paramount for all types of learning, especially in language

learning, essential for any teaching and also very important for peace and harmony in any school

management, good relationship between students and school management. Maphosa and Mammen

(2018) opined that discipline give knowledge and skills such that it creates no physical harm to

learners. Discipline review the needs of learners in their educational, class and personal environments

through extensive prevention target intervention and self-discipline, by creating respect and acceptance

among learners (Osher, Bear, Sprague Doyle 2017).

Discipline imparts the learning process by creating a stress free environment for apportioning time to

various activities, improves planning through observing and maintaining a set daily routine, moulds

learner character and enhances their motivation, enables the setting of good example and positively

contribute to better grades(Bodo,2020).

According to nevelia(2020) discipline enable student to learn English when it is high, encourage

students to achieve understanding and develop well in speaking. The author stressed that the level of

students English learning in school as a discipline is different due to influence of different family

environments and school environments.

 Discipline contained in student becomes the main factors for good English learning development

because some expert believed that the best motivation is self-motivating as well as self-discipline.

Student disciplining on the duty and responsibility are able to complete the learning expectations

whether in the use of time, workload or the level of difficulty. For instance, attending the class before

learning commences and always present during school hour(Neff, 2016).

Lack of discipline is indiscipline. Therefore, indiscipline can be seen as any action considered to be

wrong and not generally accepted as proper in a set up or society (Simba,Agak*Kabuki 2018). In the

learning environment, indiscipline can manifest itself in disobeying set rules, bullying, truancy, lateness

to school, cultism, alcohol and drugs abuse, insulting (assaulting, sexual harassment, stealing, rioting,

striking and many other anti-social vices). In contrast, inculcating indiscipline at an early age helps to

match order on foot (Bodo, 2020). However, where there is good discipline, there is improved

academic performance including development in English language, this discipline is vital for student’s

development in English language learning.

2.24 Extracurricular Activities and Students’ Readiness In Learning English Language

Extracurricular activities are define as learners activities that fall outside the normal curriculum of

educational institution, they supplement the regular course of classroom institution and are sometime

organized or conducted with some participation of institution (Reva, 2019). Kardiansyah and Qodriani

(2018) noted that extracurricular activity emphasizes the students’ needs of knowledge enrichment,

potential development and skills exercising outside classroom. According Noor (2016) the main target

of extracurricular activity is the maximum development of potential, talent and interest along with that,

it envisions the growth of student independence and happiness that benefit themselves, family and

society.

In accordance with surjosubroto (2018) stated that extracurricular activity is a place for some

activities that can be chosen by student based on their needs and interest.
 The author maintained that extracurricular activities such as press club and debate club commonly

formed in secondary schools have helped their members to develop the four skills of English Language

(speaking, listening, reading and writing) as in leadership skills. For example a student participate

regularly In debate competition as an extracurricular activity develops proficiently in speaking and

pronunciation In English language. Therefore, this sort of activity gives students opportunity to freely

express themselves using English language. As maintained by surjosubroto (2012), some of the main

goals of extracurricular activity are to enhance student’s skill in cognitive, effective and psychmotive

aspects, and also develop students In communication skills and self-management as well.

Kardiansyah and Qodriari (2019) acknowledged that English is extracurricular activity oriented to

public speaking skills, such as debate, speech, news casting story telling among others. Therefore, it is

stated that the end goal or orientation of all activity in this English clubs is English proliferation

The authors maintained that this activity is also a place for those students who are interested to join

many English competition and those who are interested to just sharpen their English proficiency. This

clubs provide many varieties of activities to its members in order to enhance their English skills.

With this activity, it is possible for student to find an interesting way of acquire English Language skill

and exercise their English especially spoken and written English.

Reva (2012) reported advantages of extracurricular activities for English Language acquisition to

include: improvement of student-teacher relationship as well as of student-student relationship,

improvement of school moral, that of school community relationship, decrease in the need for

disciplining control and increase school holding power.

The other maintained that extracurricular activities are strong motivational factor in the acquisition of

English Language. Extracurricular activities provides English language instructors and students with

multiple opportunities for creating the target language environment and explaining different cultural

issues of country of the target language.

2.2.5 Classmates Influence and Readiness of Students In Learning English Language

Classmates influence on the readiness of student in English Language learning can be viewed through

peer (classmate) interaction. According to Philip, Adams and Iwashita (2019) peer interaction can be

defined as any community activity carried out between where there is minimal or no participation from

the teacher.

Maintaining further, the author explained that peer interaction may involve two or more participant and

when engaged in such activity, participants work collaboratively toward a common learning goal.

Philip et al (2017) acknowledge that classmates can have strong influence on acquisition of English

language as second language in a classroom setting. This can be achieved through collaboration

learning and peer tutoring. The author opined that it involve a strong sense of maturity and joint effort.

That is the study of the language can only be done if student depend on one another. However, peer

tutoring occurs when one participant who is more proficient in the language (English) assists other

lower proficiency students/participants in mastering improving in the language

The influence of classmates on student learning and achievement has long been an interest of educators,

parents and researchers. According to cooc and kim (2018) classmate decision about student grouping,

whether through formal Tracking or informal reading activities, are often guided by beliefs about how

student interact and learn from each other. In addition, All wright cited in traces (2018), proposes that

classmate conversation in the classroom are important, based on the ideal that learning maybe

enhanced by peer discussion The author opined that when learners discuss their learning and share their

understandings, better comprehension is likely to follow.

Therefore, I English language learning students may learn from one another or learn from the

very act of attempting to articulate their own understanding about the subject. Alright argued that

learning also takes through peer interaction that involves bringing personal value system to the surface

in the classroom.
 Thus, when learners engage in conversational interaction in which they share ideas that matter to them,

learning is more likely to occur because this type of interaction engages learners more actively and

meaningfully.

Kola and vajda (2009) argued that group interaction among classmate is important as it allows

students to manipulate and modify language to understand one another, fostering language acquisition

(English language) more naturally even if student proficiency level are different.

The author posited that class mate influences may be positive or negative. Maintaining further

kola and vadja (2006) explained that classmate who shy away from studies and classes directly or

indirectly influence other students negatively. However, classmate who value classes and studies

influence students interest and motivate them to study, learn and develop interest in the subject matter.

Student can help and learn from one another as group interaction required them to use greater self-

expression to achieve meaning.

2.3 Empirical Framework

Eidswick (2009) investigated the influence of interest in ready comprehension in English foreign

language students in japan. A description survey research design was adopted for the study. The sample

for the study comprised 56 student from intermediate and advanced classes in English program at a

private university in Osaka, japan.

A six-point lilcert scale of pre and post reading survey was used as instrument for data collection in

order to determine the level of student’s interest in the topic. Mean standard, deviation and analysis of

variances (ANOVA) were used to analysis the data. The findings of the study revealed that high interest

did not result in improved reading comprehension

Tarvas (2019) examined the role of peer interaction and second language for ESL students in

academic context. An extended literature review. Many literature were reviewed to examined the

academic challenges faced by students from an ESL background in relation to conversational

interaction. The studies reveled that insufficient language proficiency result in several challenges for

ESL students, most notably the inability to share their expertise and knowledge with their peers and

participate successfully in classroom. Oral discussion.

Cooc and Kim (2018) investigated the relationship between peers’ reading skill.

Analysis of Elementary School Classroom in USA.

.An experimental research design was used for the study. A total of 4,215 second and third graders in

294 classroom cross 41 school participate in the study. Social network analysis was used to directly

assess which children reported talking to or seeking help from and whether identified peers from and

whether children who identified peer with stronger reading skills. The result of the study indicated that

children on average identify peers with stronger reading skills and the positive association between peer

reading skill and children own reading achievement was strongest than children with lower initial level

of reading skills..

Mustafa and salin (2017) examine the factors affecting student interest in learning Islamic education in

school in Malaysia. A survey research was adopted for the study, Six form four student aged 16 form

the respondent for the study. A semi-structure interview schedule was used as instrument for data

collection. The finding of the study reviewed that they were two major factors affecting student interest

in learning Islamic education, which where situational and individual factors. The finding also revealed

that the Islamic education teacher was the key factors affecting student interest toward the subject.

Othman and Leng (2016) investigated the relationship self-concept intrinsic motivation and self-

determination academy achievement among primary school student in Johor, and Malaysia. The sample

of the study was 200 student in standard 5 and 6.a self- developed questionnaire was used as Instrument

for data collection. The data was analyzed using person product moment correlation (PPMC) in SPSS

version 17. Research findings indicated that they was low significant relationship between self-concept.

Intrinsic motivation, self-determination and academic achievement of students.

 Blegur, Manu and Souisa (2019) examinal student disciplined character as the effort to improve self-

esteem and academic performance in Indonesia. The study was conducted for the period of one year,

using observation and document to gather information for the study such document include the use of

student log book, assignment book and class attendance. The purposive sampling method was use to

sample three students (1 female and 2 male). Data analysis was done by interpretation of the data using

Creswell Models analysis. The result revealed that discipline character makes learners, to be able to

perform very well in academic and show high self-esteem in the learning activities.

Reva (2016) examined the role of extracurricular activities in foreign language learning in universities,

Canada and Russia. A descriptive survey design was use for study, 119 student make up a sample for

the study who were selected using simple random sampling technique. A structure question was used as

instrument for data collection. The data collected where analyzed using frequencies, spearman

correlation and chi-square, the result of the studio show significant involvement of student in both

countries and extracurricular work /activities but also identified some problem with organizational and

managing these activities.

Karadiasyah and Qodriani (2019) investigating English extracurricular and its role to improve student

speaking ability in Indonesia. Student from conversation class batch 2017, 2018/2019 academic year at

English department of university as Teknokrat. Indonesia form the population of the study, observation

and student performance evaluation were method use to gather data for the study. Data processing from

observation was done qualitatively while student’s performance evaluation was done quantitatively.

Result of the study showed that English extracurricular activity has significant role in enhancing

students English speaking skills and their academy performance generally.

2.4 Summary of Literature Review

The chapter reviewed literature related to the study. This was done under the sub-heading of theoretical

frame work, conceptual and empirical frame work. Two theories were used to support the study, this
were constructivism learning theory by Piaget (1981) and self-determination theory by Deci and Ryam

(1995).

Constructivism learning theory concluded that learners learn new concepts and ideas based on their

period previous knowledge concerning the concept, which can be active involvement of learners in

constructing knowledge for themselves. Self-determination theory on the other hand, conclude that

individuals (learners) need the satisfaction of three basic psychological needs that is autonomy need,

competence need and relatedness need. When these need are satisfy, the leaners become motivated and

show greater positive outcomes in their learning. It was reveal from the empirical reveal that student

interest, and discipline, peer group and English extracurricular activity had positive relationship with

English language learning as such, can be regarded as motivational factors to English language

learning. However, it was observed from the review of the related literature that no study has been

concluded in Oron LGA in Akwa Ibom State which is the study area of the present study with regards

to motivational factors and learners’ readiness to learn English language. This therefore has created a

gap in the field of knowledge and research. This study seek to fill the gap created, enhances to

determine the motivational factors and learners readiness to learn English language among secondary

and adult school students in Oron LGA Akwa Ibom State.

 CHAPTER THREE

RESEARCH METHOD

This chapter present the method employed for the study, organized under the following sub-heading;

designed of the study, area of the study, population of the study, sample and sampling techniques, and

instrument for data connection, validity of the instrument, reliability of the instrument, method of data

collection and data analysis.

3.1 Design of the Study

A correlational research design was adopted for the study. According to Amajuoyi and Joseph (2018), a

correlational research design investigate relationships between variables without the researcher

controlling or manipulating any of them.

3.2 Area of the Study

These study was conducted in Oron LGA of Akwa Ibom State, the local government has it

administrative Headquarters in Secretariat road Oron. It is bounded by Atiabang, Okobo in the north,

Oyoku in the south, Udung Uko in west and Ube Okobo in Okobo Local Government Area. Oron is

inhabited by Oron and Ubodung clans comprises of more than 30 villages. It has its coordinate as 3 ⁰ 36

0⁰ N, the local government is also richly blessed with abundant natural mineral resources like clay,

fishing pods and low produce of palm oil.

3.3 Population of the study

The population of the study comprises junior secondary and adult secondary (JSS) in Oron LGA of

Akwa Ibom State.

3.4 Sample and Sampling Techniques

A multi stage sampling method was used in this study at stage one, out of (7) public secondary schools

in Oron, five (5) secondary schools were selected using convenience sampling technique. And the

selected schools were Mary Hanney Secondary Schools, Methodist Senior Science School, Methodist

Boys High School, Community Secondary Commercial School Eyo-Abasi and Eyotong Community

Secondary School at stage two, sixty-seven (67) students were selected from each schools using simple

random sampling techniques. These gives a total sample size of 335. Simple random sampling

techniques was used to give every member of the population equal chance of being selected. The

N
sample size of 335 was derived using Yaro Yasmeris sampling formulae thus S =
1+ N ( a ) 2

Where S = Sample size

N = Population size (2050)

A = Level of significance (0.05)

3.5 INSTRUMENT FOR DATA CONNECTION

The instrument for data collection in this study was a self-developed structured questionnaire tagged

motivational factors and learner’s readiness to learn English language. The questions were divided into

three sections A, B, C. section A, provided information on the demographic data of respondents,

section B, provided information on motivation factors and learners readiness to learn English language,

section C, provided information on the dependent variable, that is readiness of students in learning

English language.

The responses to the questions on the questionnaire were framed based on the Likert typed four point

scales of strongly agreed (SA), Agree (A) Disagree(D) and strongly Disagreed(SD), with the weight of

4, 3, 2, and 1 respectively.
3.5.1 Validation of the Instrument

The instrument was validated by three validates two from the educational management and planning,

one from the educational foundation, guidance and counseling. The corrections were effected, which

made the instruments valid for the study.

3.5.2 Reliability of The Instrument

The reliability of the instruments was conducted using split half method. In this method, the instrument

was administered to 30 student in Oron LGA which was outside the study area. Pearson product

movement correlation (PPMC) statistic was used to correlate the two halves of the instrument while

Richard Kuderson – 21 was used to realize the reliability coefficient which gave 0.72 reliability

coefficient of 0.60 and above according to Anajuoyi and Joseph (2018) is considered in adequate and

shows that the instrument is reliable, and should be used for study.

3.6 Method of Data Collection

The instrument was administered to the respondents (students) in their respective class rooms, after

obtaining approval from the school principal. The necessary explanation were made for clarity on the

aim of the study and what they were expected to respond researcher with the help of two research

assistance administering 335 copies of the questionaries’. The completed questioner where collected

back on the spot the same day. Out of 335 questionaries’ administered, 310 where filled correctly and

valid for used in the study indicating 92.5 percent return rate.

3.7 Method of Data Analysis

The data generated for the study were analyzed using frequency and simple percentage for

demographic data and in answering research questions, while person product moment correlation

(PPMC) has used to rest hypotheses at 0.05 level of significance.

 CHAPTE FOUR

RESULT AND DISCUSSION OF FINDINGS

4.1 Result

Research question one: What is the relationship of student interest and readiness to learn English

language?

Table 1: percentage analysis of student interest and readiness in learning of English language (N=310)

S/N ITEMS SA A D SD

1 I enjoy reading English 90 105 70 45

29% 34% 22.5% 14.5%

2 I feel excited when English is 85 130 60 35

spoken 27% 42% 19% 12%

3 I like listening to English 50 115 75 70

speech 16.1% 37.1% 22.5

4 I enjoy using English in 80 145 30

conversation 25.8% 4.8% 9.7%

5 I study English for potential 70 150 60

development in the future 22.5% 48.4% 19.4%

−¿ 75 129 58 48
Total x ¿ sesnopser

−¿ 24.3% 41.6% 18.7% 15.4%

Total x ¿ segatnecrep

Result in Table 1 showed that 75 24.3% out of 310 strongly respondents agreed to the items indicating

students interest in the learning of English Language. 129 (41.6%) agreed to the items, 58(15.4%)
strongly of the respondents (65.9%) showed agreement to the items against 34.1 percent. This portrays

that students’ interest and readiness in the learning of English Language.

Research Question 2: what is the relationship of discipline on the interest and readiness of English

language (N=310)

Table 2: percentage analysis of discipline and readiness of students in the learning of English language

(N=310)

S/N ITEMS SA A D SD

1. I hardly miss English 65 120 50 75

study class
21% 38.8% 16.1 24.1%

2. I am working hard to learn English 42 165 78 25

Without anybody’s influence
13% 53.2% 25.2 8.1%

3. I read English texts and novels always 50 90 100 70

To improve my proficiency in English
16.1% 29.0% 32.3 22.6%
%
4. Disciplinary action is always taken against 45 80 95 40
any student in class for speaking vernacular in
14.5% 25.8% 30.7 29%
class
%

5. I study hard in English to avoid being 82 180 35 13

punished by my teacher
26.5% 58% 11.3 4.2%

%
−¿ 57 127 72 54
Total x ¿ sesnopser
 −¿ 18.3% 41.1% 23.2% 17.4%
Total x ¿ segatnecrep

Result in table 2 showed that 57 (18.3%) out of 310 respondents strongly agreed to the

items indicating relationship with discipline and readiness of students in learning of

English Language, 127 (41.1%) agreed to the items, 72(23.2%) disagreed to the item

while 54(17.4%) strongly disagreed to the items. The results showed agreement to the

items against 126(40.6%) respondents, portraying that disciples has positive relationship

with the interest and readiness of students in the learning of English Language.

Research Question 3: How does extra-curricular activity relate to the interest and

readiness of students in learning English Language?

Table 3: Percentage Analysis of Extra-curricular Activity and Readiness of learner in the

learning of English Language. (N= 310)

S/N ITEMS SA A D SD

Participating in school debate can help 65 135 70 40

1.
improve my English Language 21% 43.5% 22.5% 13%

Article writing in press club improves 78 112 62 58

2.
my writing ability in English Language 25.2% 36.1% 20% 18.7%

Being a commentator during sports 49 98 85 78

3. competition in my school can improve 15.8%` 31.6% 27.4% 25.2

my speaking skill in English Language

4. Participating in school theatre club 95 1.18% 58 39

 (drama acting) developed me in English 30.6% 38.1% 18.7% 12.6%

Language

Participating in scrabble game help to 55 138 77 40

5. improve my spelling ability in English 17.7% 44.52 24.8% 13%

Language
−¿ 69 120 70 51
Total x ¿ sesnopser

−¿ 22.3% 38.7% 22.5% 16.5%

Total x ¿ segatnecrep

Result in Table showed that 69(2.3%) of 310 respondents strongly agreed to the items

related to extra-curricular activity on residence of students in the learning of English

Language 120(38.7%) respondents agreed to the items, 70(22.3%) of 310 respondents

strongly agreed to the items related to extra-curricular activity on residence of students

in the learning of English Language products disagreed to the items while 51(16.5%)

strongly disagreed to the items. From the result, it can be concluded that majority of the

respondents 189(61%) agreed to the items indicating that extra-curricular activity has

positive related to the readiness of students in English Language.

Research Question Four: How Do classmate relate to students’ interest and readiness to

learn English Language?

Table 4: percentage to learn English Language (N=310)

S/N ITEMS SA A D SD
 1. I learn new vaboulary in English through 35 78 115 82

interaction with classmates 11.1% 25.2% 37.0% 26.5%

2. My classmate(s) always correct me when I speak 50 70 98 92

incorrect English 16% 22.6% 31.6% 29.7%

3. Classmate interaction helps me to improve in 45 95 88 82

English Language 14.5% 30% 28.4% 26.5%

4. My classmates have influenced me positively 23 74 105 108

7.4 23.9% 33.9% 34.8%

5. my classmates encourage me to study hard in 35 86 125 64

English 11.3% 27.7 40.3% 20.6%

−¿ 38 81 105 86
Total x ¿ sesnopser
12.3% 26.1% 33.9% 27.7%
−¿
Total x ¿ segatnecrep

Result in table 4 showed 38(12.3%) and 81(26.1%) of the respondents agreed and

strongly agreed respectively to the items on classmate who classmates relates to the

students readiness in learning English Language while 125 (40.3%) and 64(20.6%) of

the 310 respondents disagreed and strongly disagreed respective to the items stated

above. By implication, the result showed that classmates do not relates to students’

readiness to learn English Language.

4.2 Hypotheses Testing

Hypothesis One: There is no significant relation of students’ interest and readiness in

learning of English Language.

Table 5: Summary of correction Analysis of students’ interest and readiness in English

Language.

Interest English Language

Interest Person correlation 1 .608

Sig.(2-tailed N) .000

310 310

English Language Pearson .608 1

Learning Correlation .000

Sig.(2-tailed) N 310 310

Result in table 5 shows positive correlation coefficient of 0.608 at 308 degrees of

freedom and 0.05 level of significance. Since the p-value of 0.000 is less than 0.05,

therefore, the nell hypothesis which state that there is no significant relationship with

students’ readiness in learning of English Language is rejected. This means that

students’ readiness significantly relate with the interest and readiness of students’ in

learning of English Language.

Hypothesis Two: There is no significant relationship discipline and the readiness of

students’ in the learning of English language.

Table 6: Summary of correlation Analysis of discipline and the readiness of students in

the learning of English Language.

 Correlation

Discipline Reading in English Language

Reading Pearson correlation 1 .401

sig(2-tailed ) 310 .004

310

Reading in the learning Of .401 1

English

Pearson correlation. 0.004 310

Sig. (2-tailed )N 310

Result in table 6 show a positive correlation of .401 at 308 degree of freedom and at 0.05

level of significance. Since the p-value of 0.004 is less than 0.05, therefore the null

hypothesis which states that, there is no significant relationship with disciple and

readiness of students in learning of significantly relate with students readiness in the

learning of English Language.

Hypothesis Three: There is no significant relationship of extracurricular activities and

the readiness of students in the learning of English Language.

Table 7: Summary of correlation Analysis of extracurricular activity and readiness of

students in English Language.

 Correction

Extracurricular Activity Readiness in

English Language

Extracurricular Activity 1 .661

Pearson correlation sig. (2-tailed)N 310 .001

310

Readiness in the learning of English .661 1

Language 0.001

Pearson correlation sig. (2-tailed)N 310 310

P<0.05

Result in table 7 reveals a positive correlation coefficient of .661 between extraction

activity and readiness of students in the of English Language, at 308 degree of freedom

and .0.5 level of significance. Since the p-value of .001 is significant at 0.5, thus the null

hypothesis which state the extracurricular activity does not significant relate with

students readiness in the learning of English language is therefore rejected. Meaning that

extracurricular activity relate with the interest and readiness of students in learning

English Language.

Hypothesis Four: Classmates do not significantly have relationship between the

readiness of students and the learning of English Language.

 Table 8: Summary of correlation Analysis of classmates and readiness of students in the

learning of English Language.

Correlation

Classmates READINESS in

English Language

Classmates 1 .207

Pearson correlation sig. (2-tailed)N 310 .002

310

Readiness in the learning of English .207 1

Language 0.002

Pearson correlation sig. (2-tailed)N 310 310

P<0.05

Result in Table show a negative correlation coefficient of -0.207 between classmates and

students readiness in learning of English Language at 308 degree of freedom and 0.05,

therefore, the null; hypothesis which state that classmates do not significantly relates

with the readiness of students in the learning of English Language is rejected.

4.3 Major Findings

The major findings of this study are as follows:

1. Students’ interest significantly relates with their readiness in learning of English

Language.
 2. Discipline has significant relation with the readiness of students in the learning of

English Language.

3. Extracurricular activity has significant relationship with the readiness of student in

English language learning.

4. There is no significant relationship between classmates and the readiness of

students in the learning of English language.

4.4 Discussion of findings

4.4.1 Students interest and their readiness in the learning of English language.

Findings on the relationship of students’ interest and their readiness of English language revealed from the
percentage analysis that majority of the respondents (65.9%) agreed to the statements, indicating a positive
relationship. The correlation analysis showed a positive correlation coefficient of 608, which indicates that
there is a statistically significant linear relationship between students’ interest and their readiness in the
learning of English language.

This however implies that the more interest towards English the students’ have the greater their

readiness will be I learning English language.

This findings is in the line with assertion of Eidswick (2009) who asserted that individuals display more

persistence, engagement and positive affected towards tasks, that they find interest in, it also support

the findings of Kusmaryati (2018) who found that students’ interest play important role in stirring their

thinking ability, maintaining that when students are interested and ready to learn (English language),

hopefully they will pay more than usual attention and employ more effective learning strategies

towards efficient learning of such task.

4.4.2 Discipline and student’s Readiness in learning of English Language, finding on the relationship if

discipline and students’ readiness to learn English Language revealed from percentage analysis that

majority of other respondents (59.4%) agreed to the statements, learning of English Language. The

correction analysis showed a positive correction coefficient of 0.401, which indicates that there is
statistically significant Linear relationship between discipline and students readiness in learning of

English language. This led to the rejection of null hypothesis two.

By implication, finding should that the more the students discipline the greater theit readiness in the

study of English language.

This findings is in line with novelia (2020) who posited that discipline in learning English that is good

or can be high, can encourage students to achieve success in speaking and learning English language.

Bodo (2020) also maintained that where is good discipline, there is improved academic performance

including readiness in learning English language.

4.4.3 Extracurricular activity and readiness of students in learning English language

Findings on relationship between extracurricular activity and the readiness of students in the learning of

English language revealed from the percentage analysis. That majority of the respondents(61%) agreed

to the statements, portrays positive relationship with extracurricular activity and the readiness of

students in learning of English language. Also the correlation analysis showed a positive correlation

efficient of 0.661, which indicates that there is a statistically significant linear relationship

extracurricular and students readiness in the learning of English language.

By implication the finding indicates that the more students engage and participate in school

extracurricular activities such debate, press club, sport among others, the more they better ready to

learn English language so as to perform well in those activities.

This finding is in line with the finding of Kardiansyah and Qodrina (2019) who found that

English extracurricular activity has significant role in enhancing students english speaking skills and

their academic performance generally the study also agree with syurosubroto (2016) who claimed that

extracurricular activities such as press club, debating club have helped the students who belong to thes

clubs in the development and readiness of the four skills in English language.
4.44 Classmates and readiness of students in learning of English language

Findings on the relationship of classmates and students readiness to learn English language revealed for

m the percentage analysis that majority of the respondents (61.6R%) disagreed to the student indicating

no relationship with classmates and readiness of students In English language leaning. Also, correlation

coefficient of 0.207, which indicate that there is no statistically significant linear relationship between

classmates and readiness of student in learning English language. Therefore, the null hypothesis four

was rejected. By implication the study implied that the more classmates interactions, the lesser the

readiness of students in learning English language. This result might be associated with the fact that

virtually all students was carried out communicate using their mother tongue, thereby diminishing the

rate at which English language is spoken in the schools.

This findings is in agreement with the opinion of koln and vajda (2015) who opined that

classmates who shy away from studies, stay away from classes directly may relate with other students

negatively. However, this finding is in contrast with the opinion of Philip et al. (2018) who opined that

classmate can have a strong relationship with the acquisition of English language as a second in

classroom setting.

CHAPTER FIVE

SUMMARY, CONCULSION AND RECOMMENDATIONS

5.1 SUMMARY

The study investigated the motivational factors and learners’ readiness in the learning of English

language among secondary and adult students in Oron local government area of Akwa lbom state.

Four objectives, research question and hypotheses were the formulated which the study

The study adopted a correlation research designs. The population of the study comprised of 2050

secondary school students in Oron local government, a sample size of 310 was used for the study. A

researcher developed structured questionnaire was used was as instrument for data collection.
The instrument was face and validates by three validates while the reliability co-efficient of 72 was

realized for the reliability test for the instrument.

Percentage were used to answer research questions while personal member correlation (PPCM) statistic

was used to test the null hypotheses at 0.05 level of significance

The finding of the study that interest, discipline and extracurricular activity significantly relate to the

readiness of students in the learning of English language among secondary and adult school students in

Oron LGA, Akwa Ibom state.

5.2 CONCULSION

Motivation, from the literature that has been used for this study is seen as the force that move

individual to act and to decide to do something. Thus, it is contributes an essential element in learning

and particularly in our context, in learning a new language. This study was focused on the motivational

factors which facilitate students’ readiness in the learning of English language; hence, has brought to

light such factors as interest, discipline and extracurricular activity as examined in this study to have

significant.

Therefore, it can be concluded that for effective learning especially in English language to take place,

students must be well motivated either intrinsically or extrinsically to be able to develop passion for the

learning.

As regard this study, interest, discipline and extracurricular activity were found to have significant

relationship with student’s readiness to learn English language.

5.3 RECOMMENDATION

Based on the findings of the study, the following recommendations were made

1. Parents should encourage the children on the learning of English language at early stage of their

lives as well as its importance as the officials language in the country. This would help them to

stir interest and let ready to learn English language at early stage through later year of lives.
2. Appropriate discipline (self –discipline) should be inculcated in students regards to English

language learning as not be absent, shy away or late attendance to English studies classes. Also,

disciplinary action should be taken against such students and others who fail the subject:

repeating of class or demotion to a lower class.

3. Students in secondary and adult should be encouraged to belong and participate effectively in

English extra-curricular activities such as press club, dramatic club as well as sport club. This

will enhance their skills in English language (speaking, listening, reading and writing skills).

These too stir their interest as the get ready to learn English language.

4. The use of English should be made compulsory both in teaching, learning process and in

conversation among the student within the school community, thus, offenders should be

disciplined. However, during local language (Ibibio) lesson, students should be exempted to use

it.
 APPENDIX

INTRODUCTORY LETTER

Faculty of Education,

Programmes of English Education,

National Open University of Nigeria.

Dear Respondent,

Motivational factors and learners Readers to learn English language Questionnaire.

The purpose of the questionnaire is to examine the motivational that influences the interest and

readiness of students in the learning English language. The information supplied would be treated in

strict confidentiality and the findings will be used only for academic purpose.

Your sincere expression of opinion on each statement is highly appreciated.

Thanks for your cooperation.

Yours Faithfully,

Thompson, Blessing Daniel

(Research student)
 SECTION A
Demographic characteristics
Gender: Male Female
Class: SS1 SS2 SS3
SECTION B
Instruction: for each of the following statements tick ( ) the most appropriate option, SA = Strongly
Agree, A= Agree, SD=Strongly Disagree

S/N SA A D SD
A INTEREST
1. I enjoy learning English
2. I feel excited when English is spoken
3. I like listening to English speech
4. I enjoy using English in conversation
5. I study English for potential dev in future
B SELF DESCIPLINE
6. I hardly miss English studies class
7. I am working hard to learn English without
anybody’s influence
8. I read English text and novels always in other
to improve my proficiency in English
9. Disciplinary action is always taken against any
students in my class for speaking vernacular
10. I study hard in English to avoid being punished
by my teacher
C EXTRA CURRICULAR ACTIVITIES
11. Participating in school debate can help improve
my English speaking.
12. Article writing in press club improves my
writing ability in English language
13. Being a commentator during sports competition
in my school can improve my speaking skill in
English language.
14. Participating in school theatre club (drama
acting) develops me in English language.
15. Participating in scrabble game helps to improve
my spelling ability in English language
D CLASS MATES INFLUENCE
16. I learn new vocabulary in English through
interaction with my class mates
17. My class mates(s) always correct me when I
 speak in correct English
18. Classmates interaction helps me to improve in
English speaking.
19. My classmates have influence me positively in
studying English language.
20. My classmates encourages me to study hard in
English.

SECTION C

STUDENTS READINESS IN THE LEARNING OF ENGLISH LANGUAGE

S/N SA A D SD

1 Studying English makes me be at ease

with other
2 studying English will enable me
understand British
3 studying English allows me to distinguish
between local Varieties

4 Studying English gives me the self-

confidence to participate In cultural
activities

5 Studying English places me in a good

pedestal for future engagement