Students’ English Learning Motivation in the Post-Pandemic Era

Abstract

The research investigates students’ English learning motivation in the post-pandemic era, the factors influencing students’ English learning motivation, and students’ perceptions of the technology engagement during pandemic in motivating students’ English learning. The research uses a qualitative case study research design with 37 senior high school students of the 12th grade as the participants. The data are collected from 2 questionnaires for 37 students and an interview for three students. The data are analyzed using Miles & Huberman’s guideline. The results show that students’ motivation for learning English in the post-pandemic are in the level of moderate (65%). Meanwhile, the factors that influence students' English learning motivation are extrinsic motivation, there are (1) External Regulation, (2) Introjected Regulation, and (3) Identified Regulation. It is also found that 43% of students have moderate engagement with technology that influence their English learning which students stated that technology does not always boost their English learning motivation because they do not always engage technology in English. Thus, pandemic has given impact in students’ English learning motivation and further research are needed to investigate students’ learning process in post-pandemic era.