Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Muslim, Ahmad Bukhori; Hamied, Fuad Abdul; Sukyadi, Didi

doi:10.17509/ijal.v9i3.23199

Cited by 21 publications

(31 citation statements)

References 26 publications

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“…According to the findings of the study, there is no evidence that the course teachers are interactive, innovative or student-centered. Since a positive learning environment is strongly connected to the role of the teacher and effect of their instruction, they need to reflect, evaluate and analyze their teaching practices, to develop innovative learning environment through more effective social engagement (Muslim et al, 2020). Their role can operate as a strong external motivation for the learners to influence their intrinsic motivation and learner autonomy (Hornstra et al, 2015).…”

Section: Discussion and Recommendationsmentioning

confidence: 99%

Learner Motivation in the Efl Classrooms: Voices From a Bangladeshi University

Chowdhury

Roy²,

Kabilan

2021

Indonesian J. Appl. Linguist.

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English proficiency is considered a door opener almost in any field anywhere in the world, yet all the attempts to improve effectiveness of teaching and learning of English language in Bangladesh seem to fail over decades. Although poor learning motivation is counted as a key aspect why students do not hold their attention to their English classes and make use of their capabilities to understand and learn cognitively, there has been a very limited number of studies in Bangladeshi context to deal with this critical issue. This mixed method study attempted to identify the sources of motivation for attending English classes of the 1st year undergraduate students at a Bangladeshi university. Quantitative data was collected using two close-ended questionnaires from 50 randomly selected Bangladeshi tertiary level English language learners and 10 teachers. The student questionnaire was developed by adding three items with the ten items adapted from Clement et al. (1994) and the teachers questionnaire was developed and administered to follow up the findings from the student participants. For a more complete analysis, structured interviews were conducted with 10 purposively selected students. The results indicated lack of intrinsic motivation among the learners, and based on the existing literature, the study recommended the way outs to improve motivation of the non-performing learners. The recommendations included, shifting from exam-oriented assessment system, teachers’ reflection of their own teaching practices, redesigning course curricula based on learning need and learners’ expectations, ensuring easy access to the latest educational facilities, and encouraging the roles of students and their peers to develop learners’ motivation and foster their autonomous learning opportunities. Finally, the limitations are drawn and suggestions for further research are provided.

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Section: Discussion and Recommendationsmentioning

confidence: 99%

Learner Motivation in the Efl Classrooms: Voices From a Bangladeshi University

Chowdhury

Roy²,

Kabilan

2021

Indonesian J. Appl. Linguist.

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“…A strong correlation was found between self-perceived proficiency and their final grades. Enthusiasm to learn can also be influenced by socioeconomic status such as school geographical location, classroom learning setting, and parental supports (Li, Peng, Yang & Chen, 2020;Muslim, Hamied, & Sukyadi, 2020;Win, 2002). Pham (2021) confirmed that desire to learn a language plays a crucial role in language learning.…”

Section: Desire To Learnmentioning

confidence: 99%

Applying Partial Least Squares Structural Equation Modelling (PLS-SEM) on Factors Affecting Language Students’ Desire to Learn

Daud¹,

Daud²,

Latif³

et al. 2022

AWEJ

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This study examines factors affecting students’ desire to learn the English language using Partial Least Squares Structural Equation Modelling (PLS-SEM). This is to explain and predict students’ desire to learn. For this purpose, a questionnaire survey was conducted at two public universities in Malaysia and one in Thailand. The questionnaires were developed based on Gardner’s (2004) Attitude/Motivation Test Battery. Only four subscales of the instrument were chosen for this study. These were: desire to learn, instrumental motivation, foreign language anxiety and attitude towards foreign language. It was found that although Attitude toward Foreign Language, Foreign Language Anxiety and Instrumental Motivation have small predictive relevance on Desire to Learn the English language, they are crucial in explaining the students’ desire to learn the language. The study indicates that the model is sufficiently reliable and consistent. When the groups were compared, the relationship between Instrumental Motivation and Desire to Learn was higher between International Islamic University Malaysia (IIUM) and Universiti Teknologi MARA (UiTM) students but the difference is not significant where IIUM and Naresuan University (NU) students were concerned. This study serves to model a quantitative empirical research method to explain and predict factors affecting desire to learn

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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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Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students

Cited by 21 publications

References 26 publications

Learner Motivation in the Efl Classrooms: Voices From a Bangladeshi University

Learner Motivation in the Efl Classrooms: Voices From a Bangladeshi University

Applying Partial Least Squares Structural Equation Modelling (PLS-SEM) on Factors Affecting Language Students’ Desire to Learn

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

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