Exploring enjoyment, motivation, self-efficacy, and engagement in AI-assisted English learning: A self-determination theory approach

The purpose of this study aimed to investigate students’ English classroom goal structures, English learning motivation, and English learning achievement in junior high school, to discuss the differences among English classroom goal structures, learning motivation, and learning achievement based on personal background, as well as to make a prediction to learning achievement by English classroom goal structures and learning motivation The instrumentation was composed of three parts, including: personal information, English classroom goal structures scale, and English learning motivation scale. Participants in the study were 325 second-grade junior high school students in the northern district of Taipei city. The usable returned questionnaires were 309. The data collected from the questionnaires were analyzed by means of Descriptive statictics, T-test, one-way ANOVA, Pearson’s correlation analysis, and stepwise multiple regression analysis. The main findings of this study were as follows: 1. The students with different gender had no significantly different English classroom goal structures, English learning motivation, and English learning achievement. 2. The students with different English learning style after school had significantly different English classroom goal structures, English learning motivation, and English learning achievement. 3. The students with different traveling experience had significantly different English learning motivation and English learning achievement. 4. There was a correlation between English classroom goal structures and English learning motivation. 5. There was a significant positive correlation between English classroom goal structures and English learning achievement. 6. There was a significant positive correlation between English learning motivation and English learning achievement. 7. The effective predictors of English learning achievement were classroom master goal structure, self-affirm and learning requirement. According to the results of this study, the concrete suggestions were provided to the junior high school English teachers, the parents and the junior high school students. In addition, recommendations for further studies were also proposed.

Education has become a new challenge in Indonesia during the covid-19 pandemic because of many changes that occurred in the education system, either in the learning methods or the learning strategies which finally affects the learning motivation of the students. This research aims to explain in detail how the objective conditions of motivation experienced by the students in online learning English and what factors affect the students’ learning motivation in online learning English during the covid-19 pandemic. The research question of this research was, “How is the eighth grade students’ motivation in learning English at MTsN 2 Palu during the covid-19 pandemic?” This research was conducted with a qualitative descriptive approach. The participants involved in this research were 1 teacher and 82 students in MTsN 2 Palu. Data collection techniques used by the researcher were interview and documentation techniques. The validity of the data was done by the triangulation method. The analysis technique applied refers to Miles and Huberman's interactive data inductive model, which includes data reduction, data presentation, and drawing conclusions or verification. The results of this research shows that some students were adequately motivated and some students had low motivation during the online learning. This can be seen directly from the results of this research through interviews and documentation to respondents. Moreover, the factors that influence the students’ learning motivation during the pandemic are students’ learning enthusiasm, family economic problems, and the lack of connection with the students’ parents.

Science and technology development has touched all aspects of life, and education is no exception. The effect of technological development is used to improve the service and quality of education which is always demanded to adapt to the changing times. The implementation of digital technology in the learning process is by using the appropriate learning media, so it can improve the quality of learning outcomes and provide motivation to students. The use of digital technology in the learning process is known as game-based learning. With this method, students are expected to explore learning materials with the help of technology, so that students get a new learning experience that is unique and fun and can increase their learning motivation in learning English. One of these digital platforms is Kahoot. This study aims to determine students' perceptions of the use of Kahoot media to enhance motivation in learning English in Class XII. Data analysis was conducted by descriptive quantitative based on the results of a questionnaire survey that included questions about the use of Kahoot in enhancing students' learning motivation in English learning. The results showed that 18 students of class XII had a fairly positive perception of the use of Kahoot in enhancing motivation in English learning. Based on these results, it can be concluded that Kahoot can enhance students' learning motivation in English learning and it is necessary to increase the intensity of its use to ensure that students get a joyful learning experience and enhance their motivation.

This research is based on students’ motivation is still low, it is necessary to update in improving students' motivation and teachers' creativity in managing learning process. The purpose of this research was to identify whether the use of Quizziz application increases the students’ motivation in learning English at the 11th Grade of SMK YPKK Limbung and whether the use of Quizziz application as a medium for giving English exercises increases the students’ motivation in learning english at the 11th Grade of SMK YPKK Limbung. This research uses a quantitative approach method. The subjects of this research were all 24 students from XI.5 of SMK YPKK Limbung. the result showed that the mean of pre-test was 66,67% and the post-test was 80,42% and overall average score of students questinnaire obtained is 51.20. It means students’ motivation of the used Quizziz application are positive. Keyword: quizizz, students’ motivation, student’s achievement

This study deals with the improvement of students’ motivation in learning English through cooperative learning strategy assisted by attractive media. This study was conducted at SD Muhammadiyah 2 Medan, which located on Jl. Mustafa. No.1, Glugur Darat I, Medan Timur. The subject of the study is the grade six of 2019/2020 academic year. Classroom action research is applied in this study consist of two cycles, in which each cycle consists of four stages; planning, action, observation, and reflection. The data are obtained from both of observation and test. The qualitative data is analyzed through Miles and Huberman approach, while quantitative data is figured out through the formula . The result denotes that there are only 21 out of 43 students achieve 75 and over in cycle 1, whereas in cycle 2 there is significantly increasing number of students passing 75 and over with 43 students or 100%. In addition, learning activities become more active and creative. It is inferred that there was significant improvement on students’ motivation in learning English through cooperative learning strategy.

This study aims to determine the motivation of students in learning English during the Covid-19 pandemic, with a specific focus on eighth-grade students at SMP Negeri 27 Makassar. And to explores the intrinsic and extrinsic factors that drive students’ motivation in English learning. The study utilized questionnaires and interviews as research instruments to collect data on student motivation levels. Data analysis was conducted using a 4-point Likert scale to determine the levels of intrinsic and extrinsic motivation. The findings of the study indicate that students at SMP Negeri 27 Makassar exhibited a remarkably high level of intrinsic motivation, driven by students' aspirations to enhance their understanding and proficiency in the English language. Additionally, the influence of extrinsic motivation factors showed a high level, attributed to the presence of a conducive learning environment and engaging teaching materials, which significantly contributed to student motivation. Overall, the level of student motivation in learning English during the Covid-19 pandemic at SMPN 27 Makassar, reaching 72.23, falls within the category of very high motivation. The Intrinsic factors instance perseverance in following English learning, feeling of necessity in English language learning, and the expectations and aspirations associated with English language learning play a crucial role in student intrinsic motivation. Additionally, the extrinsic factors instance a supportive learning environment, engaging teaching methods, and the availability of adequate learning facilities, significantly contribute to students' motivation.Keywords: Motivation, Motivational Factor, English Learning

Studies concerning the utilization of Web 2.0 tools by language learners in higher education have predominately concentrated on the adoption of English-medium Web 2.0 tools in formal learning; while the use of indigenous Chinese Web 2.0 tools in informal English learning has not been adequately examined. This study aims to investigate factors that impact undergraduates’ behavioral intention to use indigenous Chinese Web 2.0 tools for informal English learning. It was conducted to verify a hypothesized mediation model with five factors, which were based on the technology acceptance model and language learning motivation. Structural equation modeling was employed with data from 834 undergraduates at a Chinese university. The findings revealed that undergraduates’ behavioral intention to adopt Chinese Web 2.0 tools was positively impacted by perceived usefulness, perceived enjoyment, and intrinsic motivation in English learning, rather than by perceived ease of use. Perceived usefulness acted as a mediator between perceived enjoyment and behavioral intention to use the tools, and perceived enjoyment mediated the relationship between intrinsic motivation in English learning and the intention to utilize the tools. Two mediators (perceived enjoyment and perceived usefulness) together mediated the relationship between intrinsic motivation in English learning and behavioral intention to adopt the tools. Implications were discussed when integrating indigenous Chinese Web 2.0 tools into informal English learning.

These days, the government has dealt with the new curriculum, called deep learning approach. Still, during the implementation deep learning approach in teaching-learning English at Vocational school, it showed that most students struggle with learning enthusiasm and motivation. Further, this research aimed at investigating the use of Magic Box to improve students’ learning motivation in learning English at SMK Negeri 1 Tempeh during deep learning. This research used explanatory mixed methods. A purposive sampling was used to select the sample. In addition, the research sampling was class X TKJ 1 consisting of 27 students was used as the control class, and class X TKJ 2 consisting of 25 students was used as the experimental class. In collecting the data, the researcher used observation and questionnaire, and semi-structured interviews. The results showed that the use of Magic Box media in deep learning was able to significantly increase students' learning motivation. This can be seen from the students’ enthusiasm and engagement during the learning process, where students became more interested, engaged and involved in classroom learning activity. In short, using Magic Box in teaching-learning English during deep learning process, is expected to promote students’ involvement and engagement, and increase self-confidence and learning outcomes.

This study investigates students’ motivation in college English learning under production-oriented approach by means of a questionnaire. Forty students in their first-year study participated in this survey. They came from four different disciplines: electronic engineering, automatic engineering, mechanic engineering and power engineering. They were required to fill in the questionnaire at the beginning of the second semester before the teaching reform and at the end of the second semester when the teaching reform was conducted respectively. Our study indicates that students in increasing numbers begin to show great interest in college English learning under POA, and their intrinsic motivation in English learning has been strengthened while at the same time extrinsic motivation shows a tendency of decline. The potential implication of this finding is that POA may be effective in stimulating students’ motivation in college English learning.

In the event of world pandemic of COVID-19, emergency remote learning settings have become normalized in Indonesia and it has affected students’ motivation in learning. Educators around the world have found a way to enhance students’ motivation through gamification. Therefore this study aims to improve students’ motivation in learning English through gamification in online learning settings. This study was conducted at a Private Junior High School with 36 eighth graders. The method used in this study is Classroom Action Research (CAR). After conducting two cycles in the implementation phase, the result, supported by the questionnaire, interview, and observation data, shows how gamification is able to improve students’ motivation. In collecting the data, qualitative and quantitative method were used. The questionnaire as the quantitative data, consist of subdimensions of intrinsic and extrinsic motivation. As for the qualitative method, to identify the students’ problem, observation and an end-of-cycle interview were conducted. Through two cycles, the implemented action was able to improve students’ motivation in English class and enlighten the ambience of the class. Although students’ response to gamification was highly favorable, the findings also suggest a new issue. Some students have developed a speech anxiety by learning online due to fear of making mistakes and a feeling of embarrassment. The current study has been able to shed lights on the benefits of gamification in a teaching and learning process of English Language Teaching (ELT).

When learning English students really need motivation, therefore this research focuses on the importance of motivation in English learning. This study also aims to investigate the motivation that exists in students when learning in English learning. The research method used is a descriptive method of quantitative analysis where data is analyzed using SPSS version 21 and Microsoft Excel. This research was conducted from November 9, 2022 to December 26, 2022. Data collection was carried out by giving students a questionnaire which aims to determine the level of students' motivation when learning English. Questionnaires were distributed to 71 students from grade seven as a sample. Determination of this sample is done by simple random sampling of 5 classes. The findings show that the level of students' motivation in english learning from is at a good level. Furthermore, the dominant aspect or indicator of students' perceptions of motivation in english learning for grade 7 at SMAN 1 Airtiris is indicator 2.

In view of the current weak motivation in English learning, this paper clarifies three concepts, including Internet plus, Internet plus education and Internet plus foreign language education. Four main problems will weak students’ motivation in learning English, such as losing enthusiasm in the traditional study, overweight on platform construction, too much time on online entertainment, and fragmental study time. To solve these problems, this paper put forward three strategies including setting a long-term goal, enhancing cross culture input, and making online learning systematically.

In view of the current weak motivation in English learning, this paper clarifies three concepts, including Internet plus, Internet plus education and Internet plus foreign language education. Four main problems will weak students’ motivation in learning English, such as losing enthusiasm in the traditional study, overweight on platform construction, too much time on online entertainment, and fragmental study time. To solve these problems, this paper put forward three strategies including setting a long-term goal, enhancing cross culture input, and making online learning systematically.

Students’ motivation in learning English in class is not static but dynamic and multidimensional. This has been recognized by more and more researchers, but studies of this phenomenon are still in early stage. Besides, researches on Macau local university students’ (non-English majors) learning motivation in English class on the basis of Dynamic Systems Theory have not been found. In order to explore the features of these students’ learning motivation in English class, and find out the factors that influence their English learning, a case study is conducted to investigate the change of students’ motivation in learning English in the classroom context. It reveals that under the influence of different situational contexts and external factors, the change of students’ motivation in learning English shows individual differences, while at the same time follows some certain patterns - the attractor state. These findings may be beneficial to English teaching and learning in Macau universities, helping teachers better motivate Macau local students to learn English in class.

This action research was aimed at improving students' motivation in English learning through positive reinforcement at SMK Prima Mandiri Sejahtera Makassar for the eleventh grade in the academic year of 2022/2023. This research was action research and consisted of two cycles in three meetings. The participants of this research were the eleventh-grade students of SMK Prima Mandiri Sejahtera Makassar in the academic year 2022/2023. The participants consisted of 20 students. The procedures of this research were planning, action, observation, and reflection. The techniques for collecting data were questionnaires, observations, and interviews. In analyzing the data, the researcher did three steps: organizing the data, coding and reducing data, and interpreting data. The validity of the data was obtained by applying democratic validity, outcomes validity, process validity, catalytic validity, and dialogic validity. The reliability of the data was obtained by using time triangulation. The use of positive reinforcement in this study successfully improved the students' motivation. The improvement in student motivation can be seen in enthusiasm, excitement, interest in learning, and curiosity in English learning. The students who were classified as students with low motivation successfully improved their motivation after implementing verbal and non-verbal positive reinforcement. The improvement could be seen from the observation during the process of the action, interview, and the result of the questionnaire. It can be concluded that positive reinforcement can improve students' motivation in English learning