Self-regulation is an ability that helps the students to maintain their effort in achieving their goals. In self-regulation, students can plan, monitor, and evaluate their learning process. Self-regulation encompasses many aspects. One of them is motivation. Motivation is considered as one of the important aspects of the learning process. Concerning the educational context in Indonesia, thesis writing course is a compulsory course. However, students are required to do the task independently. Therefore, students have to be self-regulated learners during the process of thesis writing. This study aims to investigate students’ motivation-regulation strategies in thesis writing. There were 9 participants involved in this study. The participants were students of English Language and Education Study Program of Sanata Dharma University. This study belongs to mixed-method research. Questionnaire and interview were used as instruments to collect the data. The results of this study revealed that the participants used some motivation-regulation strategies, namely, self-consequating, environmental structuring, goal-oriented self-talk, interest enhancement, and attribution control. Additionally, the majority of the participants were apt to procrastinate writing their thesis. The implications are provided for undergraduate students, thesis advisor, and future researchers.

Motivation is a paramount aspect in the learning process. It is a drive that encourages students to achieve better learning results. In the process of accomplishing the learning task, students might encounter difficulties that can demotivate them. Therefore, motivation-regulation is needed to maintain students’ motivation in completing the task. Many studies have been done to investigate master students’ academic reading. Yet, little research has explored master students' motivation-regulation in academic reading. This paper sought to investigate the role of motivation-regulation in master students’ academic reading. It employed mixed-method research where the researchers distributed questionnaires and conducted an interview to collect the data. The research took place at the English Education Master’s Program of Sanata Dharma University from February to April in 2020. There were 14 master students involved in this study. The findings showed that there were three roles of motivation-regulation in master students’ academic reading: (1) Students had high self-efficacy in academic reading which enable them to accomplish the academic reading task; (2) they had an intrinsic interest in academic reading which empowered them to maintain their motivation in the process of academic reading; (3) they had positive emotions towards academic reading. The researchers concluded that the students in this study are capable of regulating their motivation in an academic reading task. This study proposed two suggestions for future research.Keywords: motivation, self-regulated learning, motivation-regulation, academic reading

Several studies show that EFL novice teachers often feel stress as they encounter shock from the rapid shift of a student to a teacher. Stress experienced by EFL novice teachers occurs because of internal or external factors. Stress which cannot be regulated will result in teacher burnout that can lead them to leave the profession. This qualitative study intended to investigate EFL novice teachers’ stress factors and coping strategies which influence their professional identity construction. The data was obtained by conducting an in-depth interview with three EFL novice teachers. The findings showed that EFL novice teachers experienced stress because of three factors, namely, personal, interpersonal, and organization factors. Despite feeling stress, EFL novice teachers demonstrated their abilities to cope with the circumstances. The participants elaborated how they cope with the situations as well as how stress factors influenced their identity as teachers. This study provides some suggestions for future researchers and EFL novice teachers.

Due to Covid-19 outbreak, students and teachers experience a rapid shift from conventional to online learning which requires students to be more self-regulated learners. The purpose of this study is to discover how graduate students remain focused and keep devoting effort in academic writing task completion. This research employed a qualitative study involving 13 graduate students of the English Education Master Program of a private university in Indonesia. Data were collected by distributing questionnaire and conducting interview. The data obtained from the questionnaire were analysed using descriptive statistics. Further, open coding techniques were utilized to examine the interview data. There are three major findings drawn in this study, namely, volitional strategies used by students in the academic writing task, persistence amid pandemic situation, and the role of volition in maintaining students’ motivation. The themes describe how students show their determination during the goal-achievement process of academic writing assignments. Students frequently encounter hardships in their learning process which might distance themselves from accomplishing the learning demands. This study shed the light on fruitful merits of volition, particularly in driving students to stay focused despite challenges or distracting situation.

one of the paramount aspects of acquiring a language is mastering the vocabulary. One way to enrich our vocabulary is by familiarizing ourselves with word formation process. This study aimed to investigate students' familiarity with a word formation process called conversion. This was a descriptive quantitative study. Using Google Forms, the researchers distributed a questionnaire containing statements on conversion to collect data. The participants were 10 first year students of the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta. The researchers calculated the students' correct and incorrect answers. Results showed that most of the students were unfamiliar with conversion, one of the word formation processes, especially the conversion involving verbs to nouns (50%) and adjectives to nouns (50%). Most students were knowledgeable about the conversion from nouns to verbs (80%). One of the implications is that ELESP students study conversion, one of the word formation processes in English, to enrich their vocabulary items.