Identity in Learning the English Language

of Civil Engineering Students

By
Florence Currameng
Jason Manacap
Jayvon Suaybaguio
John Lloyd Nazario
ABSTRACT
This study entitled Identity in Learning the English Language of Civil Engineering
Students determined the learner identity and analyze the different identity of the civil engineering
students enrolled in the University of Southeastern Philippines in the second semester of the
school year 2015-2016.
This study the descriptive-comparative design since it identified the dominant identity in
learning the English language among the civil engineering students to find out if there is a
significant difference between the identity of civil engineering students and the hindrance in
learning the English language. The identities were categorized according to the theory of Taylor
(2010) which are submissive, duplicitous, rebellious and harmonious.
Based on the findings, the dominant identity among the Civil Engineering students is
harmonious having the frequency of 92.86 percent from the civil engineering respondent. The
harmonious identity is when a learner is in harmony with his or her family and instructors
decision towards learning the English language. Harmonious students learn the language not
because they are forced but because it is their own decision to study the English language and
they believe that doing so is for their own benefit. According to the statistical analysis drawn
from the data, there is no significant difference between the identity of the civil engineering
students in learning the English language.
INTRODUCTION
Learning English benefits everyone in every aspects, namely: political, academic,
communication, and economics. Santillana (2013) stated that it is important for people to learn
English as a second language. Many cage in their countries already included English as a second
language in their school syllabus so that the children can start learning English at a young age. In
addition, Santillana (2013) claimed the following as reasons why every individual wants and
needs to study English: it is the most commonly spoken language in the world; it is the language

of science, aviation, computers, diplomacy, tourism, media industry and internet; it is the official
language of 53 countries; it is spoken as a first language by around 400 million people around
the world; and most importantly, English language is a helpful tool for learning cultures. These
reasons should convince every student to learn English language; however, every student has a
different attitude towards learning; and in this paper, notion of attitude is understood as identity.
Thus, it is an important aspect in the pedagogical setting that a teacher must understand the
identity of the students when it comes to learning the English language.
In Bangladesh, issues about the significance of understanding a learners identity are
being argued. A strong identity involves deep connections with others through shared histories
and experiences, reciprocity, affection, and mutual commitments. In addition, being second
language learner, a person may have other identities based on his/her gender, social class, and
social ability. The ways of learners construct and change their identities have clear implications
for teachers and researchers. However, the concept of knowing the learners identity in learning
the English language has received very little attention from the researchers and theorists of
second language education (Anwaruddin 2011).
Learning English as a second language has been entrenched in the Philippines since it
was introduced in the country during colonization of the Unites States of America. Theorists and
linguistic scholars argue about the usefulness of the language that could bring Filipinos of
different dialects together as one. This includes the different groups of people present in the
country.
One pedagogical strategy to successfully teach the students of the English language is by
knowing the learners identity in order to adjust to his or her attitude towards learning the
language. Many studies have been conducted to explore the nature of students attitudes towards

learning a foreign language in general and EFL in particular (Al-Zahrani, 2008). Moje (2000)
says that identity matters because it shapes or in aspects of how humans make sense of the world
and their experiences in it. Learners identity matters not only to how they develop relationships
with others, but also to how they are understood by others.
To the best knowledge of the researchers, locally, theorists and linguistics scholars have
not yet investigated the identity of the Filipinos in learning the English language considering that
there are lot of cultural minorities present in the country and each individual belongs to a
particular group of people, which is automatically the reason for one to have a different learner
identity than the other. In this paper, the notion of identity was described specifically as the
learners attitude or character towards learning English language.
Statement of the Problem
1

What is dominant identity among USeP Civil Engineering students in learning the

English Language?
What are the hindrances among USeP Civil Engineering students in learning the
English Language?

METHODOLOGY
Research Design
This study is a quantitative research which focused on identity of USeP Civil
Engineering students in learning the English Language in the university in the school year 20152016 as well as the hindrance of every individual under the course of Civil engineering in
learning the English language. The purpose of this study was identify the dominant identity in
learning the English language among the Civil engineering students in USeP and to determine if
there is a significant difference in the results of the identity. The results of this study would

benefit to the students especially to Civil Engineering students to be aware of the different
identities in learning the English language. Furthermore, the students would be knowledgeable of
the dominant identity that they belong to as a learner the language. And also the study is a source
of the information for the teachers, particularly who teach English, in order for them to be aware
identities of their student.
In addition, this study would help them understand the different characters of the students
towards learning language.
This study in anchored on the theory of Taylor (2010), which suggests that learner
identity has four classifications: submissive, duplicitous, rebellious and harmonious. Each of
these classifications has an equivalent meaning pertaining to the attitude of learners towards
learning the English Language. The descriptions of these identities are use as follows:
Submissive is type of identity wherein the students are learning the English language
because it is the decision of their family and instructors. Submissive students learn the English
language because their family and instructors believe that it is for their own good and not
because learning the language is what they really wanted in the first place.
Duplicitous is the identity wherein the learners are pretending to love English language
in front of their instructors. Duplicitous learners do not put much effort in learning the language
and pursue their own dreams instead.
Rebellious is the identity wherein the learners are refusing to obey rules and show an
overt rebellion towards learning the language. Rebellious learners are those who are vocal an
open in declaring their disinterest of learning language.
Harmonious is the identity wherein the learners are harmony with their family and
instructors decision towards learning the English language. Harmonious students learn English

language not because they are forced but because it is their own decision to study about English
language and they believe themselves that it is for their own benefit.

Research Participants
Civil Engineering Students (CE1-1 & CE1-2)
Research Locale
The University of Southeastern Philippines
Research Procedure
Asking Permission to conduct the study
Selecting the Respondents

Preparing researchers-made Survey Questionnaire

Survey

Validating researchers-made Questionnaire

Conducting the study

Analyzing and Validating Data gathered

Selecting the Respondents

Fig.1 Flow Chart of Conducting the Study
RESEARCH INSTRUMENT

The researchers used a survey questionnaires in order to determine the dominant identity
in Learning the English Language of Civil Engineering. The questionnaire consisted of twenty
items that covered the four types of learner identity. Items one to five (1-5) were statement
referring to the identity of submissive; six to ten (6-10) were the statements referring to the
second identity which is duplicitous; eleven to fifteen (11-15) were the statements referring to
the third identity which is rebellious; and the items sixteen to twenty (16-20) were statements
referring to the last identity which is harmonious.
The four sections in the survey questionnaire refer to the four identities classified by
Taylor (2010). The highest number of YES an answer automatically counted as one point to its
equivalent identity. The tabulation of the data was done for each respondent in order to get the
dominant identity among the total population of the Civil Engineering respondents. In cases of
two identities having highest equal answer of YES, both were counted which means that there
are students who have more than one dominant identity in learning the English language.

RESULTS AND DISCUSSION

Dominant identity in learning the

English language among USeP
Civil Engineering Students
The dominant identity in learning the English language among the Civil engineering
students as tabulated and analyzed id highlighted in the table below.
Table 1. Dominant identity in learning the English language among the Civil engineering
students
Identity

Harmonious

13

92.86

Submissive
Duplicitous

6
1

42.86
7.14

Rebellious

Description
The learner is in harmony with his/her
family and instructors decision towards
learning the English language. It is when
the students decision in learning the
English language is made out of their own
free will and not by being forced by his
family or instructors.
The learner learns the English language
because it is the decision of his/her family
and instructors.
The learner pretends to love the English
language in front of his/her instructors.
The learner refuses to learn the English
language.

Table 1 shows the identity and its equivalent percentage which is the basis for
determining the dominant identity in learning the English language among the Civil engineering
students in USeP. The table further shows that Harmonious got the highest frequency which is 13
or 92.86 percent. According to Taylor (2010), harmonious identity pertains to the willingness of a
student to learn the English language because it is his or her family or teachers.
This means that statements 16-20 got the highest number of YES answers form the Civil
engineering respondents. The respondents desire to learn English language because doing so is
for their own good. Their family appreciates what they are as a person and they support their

students in their learning of the English language. They have a freedom to choose between
learning and not learning the English language.
This was followed by submissive which got the frequency of six (6) or 42.86 percent.
Taylor (2010) stated that submissive identity pertains to the reason of a student to learn the
English language which is influenced by his or her family and instructors decision; it is identity
where students own intentions were disregarded. This means that some of the Civil engineering
respondents only learn the English language because doing so is the decision of their family and
instructors and not because their own will. Furthermore, some of the Civil engineering students
give up their own interests in life just to follow their families decision which is to learn the
English language.
Duplicitous identity which got the frequency of one (1) or 7.14 percent is the least
identity chosen by the respondents. Taylor (2010) claims that duplicitous is an identity where the
students pretend to love to learn English language but actually put in as little effort as possible.
This means that one of the Civil engineering students does not want his or her language
instructors to know who he or she really is. Hence, when the language instructor is inside the
classroom, the Civil engineering students think that he or she love to learn the English language.
Nobody chose the rebellious identity which means that none of the Civil engineering
students likes to learn English language. This indicates that no one among the Civil engineering
students refuses to learn the English language is less important than the things they like.
Civil engineering students enrolled in USeP have chosen the Harmonious identity
towards learning the English language as reflected on the statements included in the survey
questionnaire:

Statement 16: Being seen as culturally different, it is my desire to learn English

because I know it is for my own good.
Statement 17: My family appreciates what I am as a person and their dreams
for me in learning the English language are similar to what I want.
Statement 18: My family and my English instructors do not force me to learn
the English language.
Statement 19: Despite having a different culture than the other students, I still
have the freedom to choose on learning and not learning the English language
Statement 20: In spite of the idea that I am culturally different, my family is
very supportive to me in learning English.

The findings also show that 42.86 percent of the Civil engineering respondents have
submissive identity which means that some of them are learning the English language because
their families want them to do so and not because learning the English language interest them as
a Culturally-different person. Only one (1) of the Civil engineering respondents is duplicitous; it
means that he or she lets the English instructor thin that he or she really likes to learn the English
language and that he or she pretends to love the English language whenever the English
instructor is inside the classroom. There are also respondents found to have multiple identities in
learning the English language, like submissive and harmonious identities.
The findings of this study are similar to the study of Mamum et al. (2012) which claims
that the students have positive attitudes towards learning English language. Mamun et al. (2012)
stated that 69.62 percent of the respondents strongly agreed and 27.85 percent of them agreed
that they like speaking English. In this paper, the Harmonious identity connotes a positive
attitude towards learning the English language contrary to the study of Mamun et al. (2012).
Thus, Harmonious identity is found to be dominant having 92 percent over the total population
of the Civil engineering students.

The Hindrances among USeP

Civil Engineering students in
Learning the English Language
The students responses from the questionnaires, which were collected by the
experimenter, myself, were grouped, classified and analyzed in relation to the points under
investigation. Percentages and frequency counts were provided; sometimes the respondents
supplied more than one answer, so the total count of the answers/scores, not the total number of
students, was taken into consideration when calculating percentages. The data are presented, and
discussed in relation to the following major points:
a. English Language Usage
b. Students Perception of their English Language Ability
c. The Students Learning Strategies
English Language Usage: In this section of the questionnaire, the participants had to
respond to 20 questions about the frequency of dominant identity in English language among the
Civil engineering students use in their daily and college activities. The study found that students
had a very limited use of the language inside and outside the classroom. Teachers should
encourage students to communicate as much as possible in English language because language
flourishes best in a language-rich environment. Teachers should encourage students to practice
English as much as possible and provide reinforcement by expanding on their vocabulary
repertoire and by speaking coherently. It is important to interact in
English with others in the classroom as much as possible. This is especially important as
literacy activities outside the classroom are rare. Use of English movies, songs, story retelling
and documentaries are an added advantage. Office hours can be utilized beneficially for
communicating in English. Instructors should promote a conducive learning environment to

promote use of the language frequently. These findings agree with Rausch who found that
students should be motivated to utilize and apply the language they are learning. Ask students to
summarize or paraphrase in English language; encourage them to ask for clarification; and work
to negotiate meaning based on prior knowledge Rausch (2000). Technology, especially the
emergence of the Internet, is affecting every aspect of education and changing the way we teach
and learn. However, students are not aware of the role of the internet in language learning.
Paulsen focuses on its importance by stating that It is no longer a question of whether to take
advantage of these electronic technologies in foreign language instruction, but of how to harness
them and guide our students in their use Paulsen (2001). Instructors should provide students
with English-learning websites to communicate through college e-mails using only English.
Homework and assignment should be web based making use of the numerous languages learning
websites. This will wean students from dependability towards language autonomy. Students
Perception of their
English Language Ability: In this section of the questionnaire, the learners had to respond
to 2 questions about their perception of their English language proficiency. Students have
absolutely no knowledge about the integrated-skill approach of the English language. They
should be made aware through workshops, presentations or talks about the integration of English
language skills. Furthermore, they should be aware that English is not just an object of academic
interest nor merely a key to passing an examination; instead, English becomes a real means of
interaction among people. Teachers need to approach organizational strategies too. They should
help students analyze language rules and apply real language. When presenting content, they
should compare and contrast, transfer and translate, and combine and recombine. They should
integrate mind mapping, categorizing, note taking, and graphic organizers. Assignments outside

the classroom should include repeating and reviewing, practicing patterns, employing
computerized language programs, and seeking real language opportunities. Felder (1995) The
Learners Strategies used: To obtain a clear idea of students learning Strategies in terms of the
skills to be acquired, they were asked to answer some questions. Students dont have the
information about the application of learning strategies. They need to be introduced to direct
strategies which involve cognitive strategies for identification, retention, storage, or retrieval of
words and phrases. On the other hand, they also need to learn how to use indirect strategies to
help them manage their learning.

CONCLUSIONS
Based on the gathered findings, the following conclusions drawn:
1

The dominant identity in learning the English language among USeP civil engineering
students is harmonious. It means that the Civil Engineering students enrolled in the
University of Southeastern Philippines learn English language not because they are
forced to but because themselves want it. Their decision in learning the English language
is in a harmony with the decisions of their family and instructors. They do not pretend to
love the English language; hence, despite being culturally different, they chose to learn
the English language willingly. The findings of this study appear to corroborate in
suggesting that limited English exposure, anxiety, dwindling motivation and incorrect
learning strategies are some of the hindrances and these can negatively affect the
language learning experience in numerous ways. Therefore, it is suggested that awareness
of these factors be heightened and taken seriously by teachers and students alike to make
the teaching-learning process highly beneficial to both. To sum up, teachers should be

responsive to the learning styles or learning preferences of their students and attempt to
use a variety of activities and practices during a class period that may honor all learning
preferences.
2

The findings of this study appear to corroborate in suggesting that limited English
exposure, anxiety, dwindling motivation and incorrect learning strategies are some of the
hindrances and these can negatively affect the language learning experience in numerous
ways. Therefore, it is suggested that awareness of these factors be heightened and taken
seriously by teachers and students alike to make the teaching-learning process highly
beneficial to both. To sum up, teachers should be responsive to the learning styles or
learning preferences of their students and attempt to use a variety of activities and
practices during a class period that may honor all learning preferences. A distinction
established by Widdowson (1983. pg44); they should try hard to enhance students
curiosity about the language, foster their interest, and develop their desire to learn the
language.

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SURVEY QUESTIONNAIRE
Identity in Learning the English Language of Civil Engineering Students
Instruction: Read the following statements and answer it by putting a check () on the column
of your preference.
Name:___________________________
Statements:
1

Despite the culture of the group that I belong to, English instructor
and my family want me to learn the English language because they
believe that it is for my benefit.
2 Belonging in a group with different practices, is not my interest to
learn the English language, however, the English instructors and
my family believe that it is important than the English Language
because it is important than the things is better.
3 My family knows me very well because of the same culture and
traditions that all of us practice and they me to learn the Engliah
Language.
4 As a culturally different person, I give up my interests in life and
do whatever I think is better and that is to learn the English
Language.
5 I learn the English Language, not because I want to do it, but
because it is important for me being a culturally different student.
6 I let my English instructor think that I really like to learn the
English Language.
7 My English instructor does not know who I really am and I do not
want them to do so.
8 As a person who belongs to a particular group of people with
different cultural identity, I pursue my own dreams rather than
learning the English Language.
9 Whenever the English instructor is inside the classroom, I pretend
that I love to learn English language.
10 I let my English instructors believe that I can do the things that
will help me learn the English language, but the truth is I do not

YES

NO

11
12
13
1

3
4
5
6

really exert much effort in learning such.

I believe that learning the English language is less important than
any other things in life.
Being culturally different, I refuse to learn the English language
all the time.
English instructors and my family want me to learn English for my
own good, but I stand for my interests in life and none of which is
learning the English language.
I do not hide to
anyone that I do not
love to learn the
English language.
English instructors and my family want me to learn English
language, but it is not my field of interests and so I openly rebel
against them.
Being seen as culturally different, it is my desire to learn English
because I know it is for my own good.
My family appreciates what I am as a person and their dreams for
me in learning the English language are similar to what I want.
My family and my English instructors do not force me to learn the
English language.
Despite having a different culture than the other students, I still
have the freedom to choose on learning and not learning the
English language.
In spite of the idea that I am culturally different, my family is very
supportive to me in learning English.

Republic of the Philippines

University Southeastern Philippines
Founded 1978
COLLEGE OF ENGINEERING
Language Department
Bo. Obrero, Davao City

March 12, 2016

DR. ANGEL DE VERA
Dean, College of Engineering
This university
Sir:
We, are Bachelor of Civil Engineering 1st Year students of the University of Southeastern
Philipiines, are now working on our study entitled Identity in Learning the English Language
of Civil Engineering Students as a part of the requirement for the degree of the Civil
Engineering.
In this Connection, we would like to ask permission from your office to allow us to
conduct our study.
We hope that you will considerately give us the opportunity to make this study possible.
Thank you.
Respectfully yours,
Florence Currameng
Froilan Litao
Jason Manacap

Jayvon Suaybaguio
John Lloyd Nazario
Noted by:
PROF. SAJED S. INGILAN
English 2 Adviser

APPENDIX A
LIST OF PARTICIPANTS
Students name:
CE1-1
1
2
3
4
5
6
7
8
9
10
11
12
13
14

Bustamante, Michael
Baguio, Richard
Condi, Gardorival
Caro, Ear Ian
Chioco, Harlee
Doringo, Raphael
Doguiles, Emannuel
Enriquez, Ariel
Kare, Stephen
Lopez, Kenneth Jane
Mascaranas, Bianca
Rubio, Benjie
Suam, Arniel Francis
Temblor, Marry Anngean

CE1-2
1
2
3
4
5
6
7
8
9
10
11
12
13

Amparo, Ariel
Barcuma, Joemar
Castro, Ben
Cagoco, Myra Rica
Deligero, Vanzyle
Into, Lee Warren
Jesoro, Jiman
Joromat, Aljo
Lagotero, Crisdel
Navarro, Joshua
Mamparo, Stephen Joy
Pendon, Krench
Sumalinog, Kier Ian

14 Swiso, Clyde

APPENDIX B
TABULATION RESULTS

Civil Engineering Respondents

CE1-1 Respondent
Civil
Engineering
Students
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
R14

Submissive

Duplicitous

Rebellious

Harmonious

YES
4

NO
1

YES
2

NO
3

YES
0

NO
5

YES
5

NO
0

5
2
4
3
3
3
5
3
5
4
4
5
5

0
0
3
1
2
2
2
0
2
0
1
1
0

3
1
1
1
2
2
1
4
0
2
4
2
2

2
4
4
4
3
3
4
1
5
3
1
3
3

2
0
1
0
1
3
1
0
1
0
3
0
0

3
5
4
5
4
2
4
5
4
5
2
5
5

4
5
5
5
5
5
5
5
5
5
4
5
5

1
0
0
0
0
0
0
0
0
0
1
0
0

Summary and Results CE1-1

Identity
Submissive
Duplicitous
Rebellious
Harmonious

Frequency
6
1
0
13

APPENDIX C
TABULATION RESULTS
Civil Engineering Respondents
CE1-2 Respondent
Civil
Engineering
Students
R1
R2
R3
R4
R5
R6
R7
R8
R9
R10
R11
R12
R13
R14

Submissive

Duplicitous

Rebellious

Harmonious

YES
4

NO
1

YES
2

NO
3

YES
0

NO
5

YES
5

NO
0

4
2
4
4
3
4
5
3
5
4
4
5
5

1
0
3
1
2
2
2
0
2
0
1
1
0

3
1
1
1
2
2
1
4
0
2
4
2
2

2
4
4
4
3
3
4
1
5
3
1
3
3

1
0
1
0
1
2
1
0
1
0
2
0
0

3
5
4
5
4
2
4
5
4
5
2
5
5

5
5
5
5
5
5
5
5
5
5
5
5
5

0
0
0
0
0
0
0
0
0
0
0
0
0

Summary and Results CE1-2

Identity
Submissive
Duplicitous
Rebellious
Harmonious

Frequency
5
1
0
14

Republic of the Philippines

University Southeastern Philippines
Founded 1978
Bo. Obrero, Davao City

Identity in Learning the English Language

of Civil Engineering Students

A Research Paper
Presented to:
Mr. Sajid Ingilan

Presented by:
Florence Currameng
Froilan Litao
Jason Manacap
Jayvon Suaybaguio
John Lloyd Nazario

March 2016