Abstract
This study examined the influence of affiliation motivation and metacognitive skills on the linguistic competence of BSED-English students at Kapalong College of Agriculture, Sciences, and Technology. Using a quantitative descriptive-multiple regression design, data were collected through a survey questionnaire. Findings revealed that while students exhibited high affiliation motivation and metacognitive skills, their linguistic competence remained at a moderate level. Overall, affiliation motivation did not significantly correlate with linguistic competence, but the positive stimulation domain showed a strong positive relationship, emphasizing its role in language learning. Likewise, metacognitive skills, in general, had no significant impact, but the decision-making skills domain displayed a strong positive correlation, which highlights its importance in language proficiency. The study concluded that while general affiliation motivation and metacognitive skills do not directly impact linguistic competence, specific domains like positive stimulation and decision-making skills are crucial. These findings suggest the need for instructional strategies that foster engaging and stimulating learning environments, as well as activities that enhance students' decision-making abilities, to improve their language learning experiences.
