The Role of Instrumental Motivation Among Efl Students in Language Learning Process

Aspuri, Nanda; Samad, Iskandar Abdul; Fitriani, Siti Sarah; Samad, Nanda Marlina Abdul

doi:10.31327/jee.v4i1.892

Cited by 6 publications

(5 citation statements)

References 2 publications

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“…These findings were supported by Boström & Bostedt (2020), who discovered that motivation was essential for successful writing. These findings are also consistent with those of other studies that have shown that motivation plays an important role in EFL classes (Agustrianti, et al 2016;Nasihah & Cahyono, 2017;Nailufar, 2018;Jianfeng, 2018;Abas & Aziz, 2018;Al-Ta'ani, 2018;Nguyen & Walkinshaw, 2018;Elhawwa, 2019;Surastina & Dedi, 2018;Bai & Guo, 2019;Aspuri et al, 2019;Rathiga & Sarpparaje, 2019;Budiharto & Amalia, 2019;Nurbaety & Hartini, 2020;Samah, 2021;Abir & Shazed, 2022;Budiharto & Amalia, 2019;Wright, et al, 2020).…”

Section: Discussionsupporting

confidence: 91%

“…Kusumaningrum (2019) discovered that learners used integrative motivation. Aspuri et al (2019) and Rozmatovna (2020) confirmed that learners' instrumental motivation in EFL classes was stronger. According to Noviana and Ayu (2022), most learners study language for decent jobs and other reasons.…”

mentioning

confidence: 56%

“…In this study, motivation is focused on notions that influence learners' writing performance. Previous investigations have shown that it plays a significant role in language classes (Nasihah & Cahyono, 2017;Nailufar, 2018;Elhawwa, 2019;Bai & Guo, 2019;Aspuri et al, 2019;Husna & Martini;Hussain, 2020;Mahendra et al, 2020;Bai & Wang, 2021;Samah, 2021;Saleh & Majeed, 2021;Noviana, & Ayu, 2022). They confirmed that motivation is an important factor in writing.…”

mentioning

confidence: 69%

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The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

Sabarun,

Widiastuty,

Ajahari

et al. 2024

Multidiscip. Sci. J.

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The question of which motivation is more prevalent among learners has been heavily debated. This study aimed to determine the link between instrumental and integrative motivation and learners' writing performance. The participants were 75 L2 students from one of Palangka Raya's Islamic Institutes. The data were gathered via a questionnaire and writing. Normality, linearity, multicollinearity, elasticity, and autocorrelation were also calculated as assumption tests. Multiple linear regression was used in the analysis. The findings revealed that instrumental motivation (x2) contributed 70.15% to writing performance, while integrative motivation (x1) contributed 17.03%. The effective contribution was 87.00% in total. The r-square value was also 0.87. Instrumental (x1) and integrative (x2) motivations accounted for 87.00% of the variance in writing performance (y). Overall, motivation was found to significantly impact learners' writing performance (F= 244.87, p = 0.00). This indicated that learners with high instrumental and integrative motivation tend to perform well in writing. This meant that both motivation and writing performance were major predictors of learner performance. In L2 writing, instrumental motivation contributed more than integrative motivation. It was advised that lecturers provide more integrative incentives during the writing class learning process.

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Section: Discussionsupporting

confidence: 91%

mentioning

confidence: 56%

mentioning

confidence: 69%

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The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

Sabarun,

Widiastuty,

Ajahari

et al. 2024

Multidiscip. Sci. J.

View full text Add to dashboard Cite

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“…Instrumental motivation is learning for anticipated benefits (Gardner et al, 1983). The student is instrumentally motivated when learning the language for practical reasons including to pass the exam, to pursue higher education, to get a reward, to get a job and to advance in his/her career (Aspuri, Samad, Fitriani & Samad, 2019). Kumar (2021) suggested that teachers need to provide realistic goals and proper incentives to assist students to engage in the EFL classroom that results in a desire to learn.…”

Section: Instrumental Motivationmentioning

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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“…There were a lot of studies about students' motivation in teaching English as Foreign Language (TEFL) field (Alimyar, 2020;Anwar & Wardhono, 2019;Aspuri et al, 2019;Cahyono & Rahayu, 2020;Caldwell, 2018;Genç & Aydin, 2010;Huang et al, 2016), and some of them are about EFL Students' motivation in learning English by using ICT, for instance, podcast (Indahsari, 2020), mobile learning (Abu Laban, 2017;Winarto & Hardyanto, 2019). However, research on the role of motivation in EFL (English as a foreign language) by using Telegram as the teaching media is a rare undertaking.…”

Section: Introductionmentioning

confidence: 99%

Rising English Students’ Motivation in Online Learning Platform: Telegram Apps Support

Aisyah

Istiqomah

Muchlisin

2021

Utamax

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This study believes that it needs an effort that encourages students to carry out learning activities to achieve predetermined goals and motivation to determine students' success in the teaching-learning process. The objective of this study is to know the students’ motivation in learning after using e-learning materials using the Telegram app, i.e., telegram bot. This descriptive quantitative research used a closed questionnaire with 11 modified questions, and it was delivered to 46 respondents. Based on analysis of students' learning motivation before using the telegram bot it was highlighted into a good category 80.56%]. This study also manage to reveal three aspects that construct this presents study, namely interests, concerns, and needs. The analysis manage to record that the interesting aspect received 78.19%, the concern aspect received 82.18%, and the need aspect received 81.56%. Thus, and the average score of students' learning motivation was 80.56%. After using the telegram bot, the details of the recapitulation of the motivation questionnaire are as follows, aspects of interest get 84.17%, aspects of attention get 87.23%, aspects of needs get 86.70%, and the average score of student learning motivation is 85.98%. Thus, it can be concluded that the use of telegram bot as e-learning materials can increase student motivation.

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The Role of Instrumental Motivation Among Efl Students in Language Learning Process

Cited by 6 publications

References 2 publications

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

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

Rising English Students’ Motivation in Online Learning Platform: Telegram Apps Support

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