How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study

Abstract

The present study aims to analyze how a group of EFL learners in Indonesia maintained their motivation and positive attitudes toward English learning during the Covid-19 pandemic. The present study applied a qualitative study by conducting semi-structured interviews with ten respondents. The results suggest that the Covid-19 pandemic has affected the respondents significantly. At the beginning of the Covid-19 pandemic, most respondents were demotivated but they were able to motivate themselves again by reminding themselves of the reasons they learned English in the first place. Those reasons are mostly dominated by extrinsic factors such as their need to get jobs, studying overseas and the benefits of mastering English for their future also motivated the respondents. However, some are still motivated to learn English because they are intrinsically motivated. The results suggest that both intrinsic and extrinsic motivation are needed to maintain learners' motivation and positive attitudes toward language learning. In addition, maintaining personal communication with students during tough times such as the Covid-19 pandemic seems important to be conducted by teachers. By keeping personal communication, teachers can help maintain students' motivation. Besides that, the findings of the present study indicate that the respondents used various methods to maintain their motivation such as using social media to learn English and constantly reminding themselves of their language learning goals. In regards to this, teachers should help students by integrating social media into the lessons and providing affirmations that remind students of the benefits of English language mastery.

Investigating demotivation factors of esp learners during covid-19 pandemic: A mixed-method study

“…It can be said that ESP for engineering students should not only center on providing materials related to the engineering field but also communicative skills so that students can communicate well using English. (d)Test scores Although several studies note test scores as the most salient demotivation factor (Adara et al, 2021;Çankaya, 2018;Jomairi, 2011;, the results of present study show that test scores as the second least demotivating factor. The results of the present study share similarity with other studies (Adara, 2018;Ahmad, 2021;Krishnan & Pathan, 2017;Soureshjani & Riahipour, 2012).…”

“…A study of Adara & Najmudin (2020) on the differences in demotivation factors after Covid-19 pandemic also shows online learning as one the most prevalent demotivation factors. In regards to online learning, several studies suggest that this teaching and learning approach has caused several negative effects such as screen fatigue, feeling isolated from peers, increased stress levels and demotivation (Adara et al, 2021;Fatima, 2020;Syahputri et al, 2020;YÜCE, 2022). Such adverse effects may reduce learners' motivation.…”

“…With regard to teaching and learning during Covid-19 pandemic, investigating demotivation factors on ESP students may support better needs analysis. Numerous studies show that Covid-19 pandemic may lead to students' demotivation among EFL learners (Adara & Najmuddin, 2020;Adara & Puspahaty, 2021;Elmas & Öztüfekçi, 2021).…”

“…Although it has been mistaken with another concept called amotivation, demotivation is different from amotivation. While amotivation is defined as the condition of lacking the intention to continue an activity due to the inability to see the merits of that activity (Kojima, 2021), demotivation is learners' gradual diminution of positive attitudes, motivation and actions toward language learning (Adara & Puspahaty, 2021). Therefore, demotivation refers to the diminution of positive traits toward the activity while amotivation is a total loss of motivation.…”

The relationship between motivation and English language test performance among secondary vocational schools’ students in China

“…In the same vein, Dörnyei (1998) states that motivation is considered one of the key success factors in foreign language learning. However, a lack of EFL learning motivation has been reported as one of the leading learning challenges for students (Adara & Puspahaty, 2021;Hibatullah, 2019;Yulia, 2013).…”