Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners.

Adara, Reza Anggriyashati; Nuryadi, Nuryadi; Nasution, Rahmat Ade

doi:10.30870/jels.v4i2.6228

Cited by 7 publications

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“…Secondly, as suggested by Nguyen & Habók (2017), the shift from the traditional language approach to the integrated learning model at universities may influence students ' motivation. A study by Adara, Nuryadi, & Nasution (2019) shows that students are more motivated to learn English in the university because their tutors provided a more diverse teaching approach that caters the improvement of four skills (reading, writing, speaking, listening) than their high school teachers who only focused on teaching English grammar. In addition, socio-cultural contexts where English has a dominant position in society (Le & Chen, 2018;Nguyen, 2017) may affect students 'motivation.…”

Section: Discussionmentioning

confidence: 99%

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

Adara

Puspahaty

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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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.

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Section: Discussionmentioning

confidence: 99%

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

Adara

Puspahaty

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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“…Teacher attitude/behavior Oxford, 1988;Falout&Maruyama, 2004;Arai, 2004;Trang &Baldauf, 2007;Kikuchi, 2009;Pinzón, 2011;Al-Khairy, 2013;Akay, 2017;Clare, et al, 2019;Liu, et al, 2020;Vakilifard, et al, 2020 11 6 Difficulties/improper tasks/ activities Djigunovic', 1998;Ushioda, 1998;Oxford, 2004;Chang & Cho, 2003;Falout&Falout, 2004;Arai, 2004;Sakai & Kikuchi, 2009;Haque, 2009;Yadav &BaniAta, 2013;Çankaya, 2018;Khouya, 2018 7 Teacher competence/qualities / expertise Gorham &Cristophel, 1992;Dӧrnyei, 2001;Hamada &Kito, 2008;Kim, 2009;Sakai & Kikuchi, 2009;Meshkat&Hassani, 2012;Sahragard&Alimorad, 2013;Adara, et al, 2019;Abaunza, et al, 2019 8 Teaching style Trang &Baldauf, 2007;Hamada &Kito, 2008;Sakai & Kikuchi, 2009;Kim, 2009;Pinzón, 2011;Meshkat&Hassani, 2012;Sahragard&Alimorad, 2013;Adara, et al, 2019;Abaunza, et al, 2020 9 Learner negative attitude Dӧrnyei, 2001;Muhonen, 2004;…”

Section: Resultsmentioning

confidence: 99%

Demotivating Factors in the Foreign Language Learning: An Analysis of the Past Studies

Ranjha¹

2021

PSSR

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“…Their study also notes inadequate school facilities as the least salient demotivation factor. Despite finding teachers' incompetence and lack of intrinsic motivation as the most salient demotivation factors, a study of Adara et al (2019) found that inadequate school facilities as one of the most demotivating. Their study shares a similarity with Meshkat and Hassani (2012).…”

Section: Introductionmentioning

confidence: 99%

“…Although it is not researched as widely as motivation, demotivation has gained more interests among researchers and educators in recent years (Adara et al, 2019;Adara & Najmudin, 2020;Han et al, 2019;Haryanto et al, 2018). Several studies show that EFL learners may lose their interests and motivation during language learning process (Rajabi & Pozveh, 2016;Tanaka, 2017;Xaypanya et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…In this regard, numerous studies have analyzed demotivation factors of Indonesian EFL learners. In 2018, Adara investigates demotivation factors of a group of Indonesian EFL learners while in 2019, a study of Adara et al (2019) investigated the differences in demotivation factors of two groups of EFL learners. In addition, Adara and Najmuddin (2020) compared the differences between demotivation factors experienced by a group of students before and during Covid-19 pandemic.…”

Section: Introductionmentioning

confidence: 99%

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Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study

et al. 2021

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Covid-19 pandemic may pose a factor that reduces learners’ motivation. The present study aims to investigate the differences between demotivation factors of public and private high school EFL learners during the Covid-19 pandemic. The present study applies a quantitative method to obtain its data by distributing a set of questionnaires adapted from Sakai and Kikuchi (2009) to 61 high school students from public and private high schools. The findings indicate that both groups of learners are mostly demotivated by inadequate school facilities, test scores, and teachers’ competence and teaching styles. It can be said that despite the differences in teaching location, learners may be demotivated by the same variables. Therefore, it seems imperative for teachers and teaching institutions to provide better school facilities, reduce learners’ anxiety during tests, and improve teachers’ competence and teaching styles to overcome students’ demotivation. DOI: 10.26905/enjourme.v6i2.6519

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Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners.

Cited by 7 publications

References 0 publications

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

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

Demotivating Factors in the Foreign Language Learning: An Analysis of the Past Studies

Demotivation factors’ differences of high school EFL learners during Covid-19 pandemic: A quantitative study

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