Intercultural Competence, Language Anxiety, and Filipino Language Learning Motivation of Indigenous Students: A Mixed-methods Study

Aims: The current research article aims to determine the level of intercultural competence (IC), Filipino language anxiety (FLA), and Filipino language learning motivation (FLLM) of Indigenous tertiary level language learners. It also aims to examine the relationships between IC and FLLM, as well as the FLA and FLLM. Furthermore, the article tries to identify their practical experiences about the variables (IC, FLA, and FLLM), and how these experiences influence the language learning motivation. Besides this, the article tries to identify how the qualitative data corroborates with the quantitative data procured in the study. Study Design: Mixed methods approach, particularly using convergent parallel design of quantitative descriptive correlational, and qualitative phenomenological research approach. Place and Duration of Study: Different college institutions in Region XI, Philippines during the school year 2024-2025. Methodology: Respondents and participants are composed of a total of 413 Indigenous students. Particularly, 400 respondents were chosen through quota sampling; 13 students composed of 6 for the focus group discussion, and 7 for the in-depth interview were chosen purposively. Results: Indigenous students have a high level of IC (M = 3.97, SD = 0.45), a moderate level of FLA (M = 2.88, SD = 0.99), and a high level of FLLM (M = 4.09, SD = 0.54). Additionally, IC has no significant relationship to FLLM (P = .06, r = .094), however, awareness as an indicator of IC showed a weak positive correlation with FLLM (P = 0.05, r = .142.). Also, no significant relationship exists between FLA and FLLM (P = .342, r = .048). On the other hand, qualitative data showed themes for experiences regarding IC, FLA, and FLLM: intercultural attitude, intercultural awareness, intercultural skills, speaking anxiety, writing anxiety, reading anxiety, instrumental motivation, and integrative motivation. Moreover, themes for how IC influences FLLM, and LA influences FLLM are the following: intercultural awareness as a factor in Filipino language learning motivation, language anxiety affects Filipino language learning motivation, and coping strategies to reduce Filipino language anxiety. Conclusion: There is predominantly merging confirmation between the quantitative and qualitative data, suggesting there is strong alignment. Although the study also exhibited merging expansion, it led to the understanding of additional dimensions regarding FLLM. This highlights the importance of motivation as a determinant of success in learning the Filipino language.