Abstract
Undergraduate students in English Medium Instruction settings encounter linguistic, psychological, and social challenges that impede motivation for English language learning. While previous research has explored English language exposure and teacher creativity independently, their combined influence remains understudied. This study examined the levels of exposure, teacher creativity, and motivation, alongside their interrelationships, using survey data from 304 undergraduate students in Davao del Sur. Results revealed moderate English language exposure (M = 3.49, SD = 0.708), with the highest levels in media use (e.g., watching English movies, M = 4.20, SD = 0.935) and the lowest at home (M = 2.29, SD = 0.734). Teacher creativity was rated high overall (M = 3.88, SD = 0.784), particularly in fostering motivation through feedback (M = 4.07, SD = 0.923). Motivation was predominantly instrumental, with career-related goals rated highest (M = 4.53, SD = 0.808). Regression analysis demonstrated that teacher creativity significantly predicted motivation (β = 0.593, p < 0.001). In contrast, exposure correlated weakly with motivation (r = 0.326, p < 0.001) and lacked predictive power (β = 0.077, p = 0.120). These findings highlight the critical role of creative teaching strategies in enhancing motivation, supported by diverse exposure opportunities.
