Attitude and Motivation in Learning a Local Language

Abstract

( 1969), who did not separate attitude from motivation in language learning motivation in language learning in the study is separated from attitude. This study attempted to investigate how individual differences with regard to attitude and motivation are correlated in language learning. The participants in this study consisted of 75 students of a university in Indonesia who have been learning Lampungese language, a local language, since Elementary School. The data of attitude and motivation, which were collected through questionnaires, were analyzed by undertaking correlation analyses. The findings show that attitude and motivation was significantly correlated. The pedagogical implications were also provided in this study.Index Terms-attitude to language, attitude to language teaching, attitude to native speakers, intrinsic motivation, extrinsic motivation term

Computer‐assisted English learning: Uncovering the relationship between motivation and self‐regulation

“…Motivation, which has been regarded as an engine of learning (Paris & Turner, 1994), is emotional arousal that leads to a conscious recognition of a determined state and produces a period of sustained intellectual and/or physical effort to reach a previously set goal (Al-Hoorie et al, 2022;Lai & Tai, 2021;Wibrowski et al, 2017;Williams & Burden, 1997). When learners strive for their learning goals or want to understand and integrate into the target language culture, they will have a higher level of personal motivation that increases their learning achievement (Belmar et al, 2019;Widodo, 2018). Learners' English learning achievement is highly correlated with their motivation level (Haw & King, 2022).…”

“…Learners generally feel anxious at the initial stage of online courses in the actual investigation processes, which affects English learning motivation and reduces learners' self-regulation ability (Belmar et al, 2019;Haw & King, 2022;Sun & Rueda, 2012;Widodo, 2018).…”

“…Learners' learning satisfaction and sense of preparation are associated with anxiety in online learning (Abdous, 2019; Bawa, 2016). Learners generally feel anxious at the initial stage of online courses in the actual investigation processes, which affects English learning motivation and reduces learners' self‐regulation ability (Belmar et al, 2019; Haw & King, 2022; Sun & Rueda, 2012; Widodo, 2018). Compared with learners who have sufficient online learning experience, those who lack online learning experience have higher learning motivation and better grades (Wang et al, 2013).…”

“…Teachers can adopt regular feedback, such as interviews and questionnaires, to understand the tendency for variation in Hong Kong university students' satisfaction during online English courses. Students without sufficient preparedness feel anxious during online learning and decrease their motivation to learn English (Belmar et al, 2019; Haw & King, 2022; Kidd, 2017; Sun & Rueda, 2012; Wang et al, 2013; Widodo, 2018). Therefore, we suggest that teachers use online platforms to provide students with effective videos, pictures, and text materials before or during the course to ensure students' access to learning content before class for preview.…”

Students’ motivation for studying isiZulu first language modules at the University of KwaZulu-Natal

“…In relation to language learning, Dornyei (2005: 68) defines motivation as the "effort, desire, and attitude towards learning". While some scholars have distinguished between the concepts of motivation and attitude (Widodo, Ariyani and Setiyadi, 2018), it is important to highlight that students who have strong language learning motivation (LLM) possess a positive attitude towards language learning and put great effort into mastering concepts with a clear goal and desire. Consequently, these students acquire better language proficiency (Long, Ming and Chen, 2013).…”