Factors Affecting Motivation for Short In-class Extensive Reading

Tanaka, Mitsuko

doi:10.18823/asiatefl.2017.14.1.7.98

Cited by 18 publications

(19 citation statements)

References 35 publications

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“…Motivation is the reason why we do something, how long we are willing to do it, and how much effort we will give to achieve it (Dörnyei & Ushioda, 2013, p. 4;Fryer & Roger, 2017, p. 443). Motivation has been proven important for English language learners (see Muslim, 2017;Shin et al, 2018;Tanaka, 2017) and regulating it becomes very essential to enhance students" academic performance (see Mukti, 2017), especially to protect the intention to learn (Mccann & Garcia, 1999, p. 260), and to persevere during difficult situations (Daniela, 2015(Daniela, , p. 2550).…”

Section: Motivation-regulationmentioning

confidence: 99%

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Mbato

Cendra

2019

jele

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Type Undergraduate thesis writing necessitates EFL students to self-regulate themselves, particularly in overcoming the difficulties they encounter and maintaining their motivation. To date, there has been little research on EFL undergraduate students’ self-regulation, help-seeking, and motivation-regulation in thesis writing, especially in Asian context. Under explanatory mixed-method framework, this research aimed to investigate how Indonesian EFL undergraduate students self-regulated their thesis writing process and to what extent their self-regulation assisted them to seek help and regulate their motivation. The results showed that the students generally demonstrated a high level of self-regulation, help-seeking, and motivation-regulation. Furthermore, it was revealed that self-regulation had a positive, significant, and moderate correlation with help-seeking (r=.461), and a positive, significant, and high correlation with motivation-regulation (r=.648). The findings suggested that self-regulation, help-seeking, and motivation-regulation were important for students to finish their challenging undergraduate thesis. However, even when the overall measured results were good, the support from other people including from the university staff were needed, especially in cultivating students’ self-regulatory mechanism. This research offers implications for the university and thesis advisors.

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Section: Motivation-regulationmentioning

confidence: 99%

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Mbato

Cendra

2019

jele

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“…Motivation is the main factor that stimulates someone to do an action based on their selves to achieve the targeted goal (Elizabeth & Ena, 2019). Motivation is vital for L2 learners (Tanaka, 2017). Motivation is the main factor in generating the desire and the determination to be succeeded in the goals (Hadriana et al, 2013).…”

Section: Motivation-regulationmentioning

confidence: 99%

“…The researchers find this topic suitable to be discussed because graduate students are required to read academic journals, which can help them write their academic journals. Therefore, it can be inferred that regulation of motivation carries a dominant role in encouraging students to maintain and increase their effort and motivation to achieve the targeted goal that they have set (Sek, Katenga, & Mushunje, 2021;Tanaka, 2017).…”

Section: Introductionmentioning

confidence: 99%

Indonesian Graduate Students’ Strategies in Regulating Their Motivation in Academic Reading

Mahardika

Kuswandono²

2022

PJEE

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Self-regulation is required to retain or even improve the students’ motivation to achieve the targeted goal. Students can arrange, observe, and assess their learning and thinking processes. In the process of reading, students might find difficulties that can make them unmotivated, and they need better motivation-regulation to help them attain their motivation to achieve the targeted goal. Therefore, it can be understood that motivation is a key factor to help the students’ strategies in regulating their motivation in academic reading. Nineteen graduate students of the English Education Master’s Program (EEMP) of Sanata Dharma University batch 2021 were the participants in this research. One research question to be answered in this research is “what are the strategies undertaken by graduate students’ in regulating their motivation in academic reading?” Mixed-method was implemented to answer the research question and discover nineteen graduate students’ strategies in regulating their motivation in academic reading. The data were gathered using questionnaires and interview instruments. The result revealed that the students used some motivation-regulation strategies to boost and maintain their motivation in reading academic journals namely interest enhancement, goal-oriented self-talk, self-consequating, and environmental control. This research also has implications for the students, thesis advisors, and future researchers.

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“…Motivation in language learning is getting a lot of attention since it is considered as one of the powerful factors in assisting or hindering the students' learning performance (Lee et al, 2020;Omar et.al., 2020). In the past, students learnt English in a traditional classroom environment with the physical presence of teachers as the immediate authority in the classes who could motivate the students (Dörnyei & Ushioda, 2011;Muslim et al, 2020;Tanaka, 2017). This referred to teachers as the decision-makers who also have the responsibility to teach and guide students throughout the learning process.…”

Section: Motivation In Language Teaching and Learningmentioning

confidence: 99%

Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

Omar

Shaharuddin

Nawi

et al. 2021

Indonesian J. Appl. Linguist.

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This study intended to fill the gap of undergraduates’ academic motivation in Malaysia and Indonesia where, to date, little study has been done. It investigated and compared undergraduates’ academic motivation levels in English online classes in two universities in both countries. Online questionnaires on students’ self-regulated learning (SRL) and self-efficacy towards online learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ) were distributed to 206 undergraduates from University A in Malaysia and 174 undergraduates from University B in Indonesia. Switching from physical traditional to online classes is the new norm that could be challenging and demotivating, but the results showed that the students from both universities achieved mostly high mean scores of the SRL and self-efficacy items. This indicated that their academic motivation levels were high, they were in control over their learning process, and have positive perceptions towards online classes. This uniformity also implied that although English is a second language in Malaysia, and a foreign language in Indonesia, the undergraduates were not affected by their linguistics, and institutional contexts. This study has contributed towards the extension of the current knowledge involving undergraduates’ academic motivation towards learning English online and suggested that teachers could help to strategise students’ SRL and self-efficacy to increase their English language performances, particularly in the pandemic era. Further research could explore the effects of academic motivation on learning outcomes or language performance as this could assist teachers to improve learners’ English proficiency in online classes.

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Factors Affecting Motivation for Short In-class Extensive Reading

Cited by 18 publications

References 35 publications

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation

Indonesian Graduate Students’ Strategies in Regulating Their Motivation in Academic Reading

Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

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