Filipino Learners’ Attitude towards English Language Learning: Evidence from a Reliability and Validity Study

This study addressed the gap in English language learning where its imperialist ideologies have been transferred and influence how it must be taught to non-native speakers. Exploring the acceptability of Filipino learners on how English should be taught in classes provides a narrative that language education should preserve the political, social, and cultural background of the speakers. Educators and intellectuals are divided on the adaptability of Filipino English in educational discourse. Hence, this study clearly demonstrates that Filipino English is beneficial for non-native speakers, as it was positively received by 283 respondents, including secondary and tertiary-level students who participated in the survey. The tool was analyzed using the Kaiser-Meyer-Olkin (KMO) Measure of Sampling Adequacy. In general, the findings were analyzed using means, and the qualitative remarks were categorized into Themes. Based on the findings, the tools developed were appropriate, reliable, and valid as they included an ample sample to evaluate the instrument. On the other hand, the initial findings regarding the attitude of Filipino learners towards the English language revealed that they highly regarded the use of translanguaging in English classes and preferred a neutral accent, as it facilitated better communication and clearer discussion. Additionally, the respondents have a negative attitude towards the English-only policy, as it hinders better comprehension and engagement in English class, although it may improve their fluency. The findings suggest that there is a need to reframe how the English language is taught in basic and tertiary education, embracing the distinct sound of the Filipino English variant. Nonetheless, it was recommended that the instrument used in this study can be utilized in a large-scale research setting to generalize the findings within the context of Filipino learners.