English Learning Motivation Research Articles

MOTIVASI YANG MEMPENGARUHI MAHASISWA PARIWISATA DAN PERHOTELAN DI BALI UNTUK BELAJAR BAHASA INGGRIS

This research aims to investigate the motivation of students majoring in tourism and hospitality in Bali in learning English. The decision to explore this topic was driven by the importance of English in Bali's rapidly growing tourism industry and the challenges faced by students in developing their English language skills. The research method used in this study is a quantitative approach using a questionnaire as a data collection instrument. Respondents are students majoring in tourism and hospitality at IPB International, Bali. Data were analyzed using IBM SPSS Statistics Version 25 software to measure their intrinsic and extrinsic motivation in learning English. The results showed that extrinsic motivation, such as the hope of getting a good job, had a stronger influence (mean score 35.38) compared to intrinsic motivation (mean score 34.50), such as the desire to improve English language skills. Extrinsic factors, such as support from parents and lecturers in learning English, are also considered significant in motivating students.

College EFL Students' Online English Learning Motivation in the Post-pandemic Era in China--Taking ARCS Motivation Model as the Analysis Standard

College EFL Students' Online English Learning Motivation in the Post-pandemic Era in China--Taking ARCS Motivation Model as the Analysis Standard

Assessing English Learning Motivation among Thai University Students: A Cross-Faculty Perspective

This study delves into Thai university students' motivation to learn English as a Foreign Language (EFL). The research involved 33 participants from a Thai research university, with 15 students from the Faculty of Engineering (EG) and 18 from the Faculty of Liberal Arts (LA). The main objectives were to (1) identify the primary motivation underlying students' willingness to learn English, (2) identify the differences in motivation between EG and LA students, and (3) verify that students' milieu has a role in their motivation. The study employed a questionnaire on attitudinal constructs—integrative and instrumental motivation. Additionally, three open-ended questions were used. Results revealed that (1) both student groups displayed higher scores in integrative motivation, (2) while no significant differences were observed in motivation underlying students' willingness to learn English, LA students exhibited higher scores in both motivations compared to EG students, and (3) milieu played a pivotal role in shaping students' motivation to learn English. Furthermore, this study has significant implications for educators, emphasizing the necessity of acknowledging and addressing students' unique motivations and goals across various majors. While both groups exhibit integrative motivation, instrumental motivation provides additional support.

The Islamic Education Students’ Motivation in Learning English

The development of globalization era requires everyone to be able to communicate in English, including Islamic education students. This study aims to analyze the Islamic Education students' motivation for learning English. The method used is descriptive-qualitative. The subjects were taken by simple random sampling technique and who completed the questionnaires. The data were taken by online interview questionnaire using Google Form application. The students were asked to answer each question provided. The results showed that there were external and internal factors that influenced students' motivation to learn English. External factors include the lecturer's personality, teaching, and learning methods, and the social environment. Meanwhile, the internal factors are interest and goal.

Historical development of English learning motivation research: Cases of Korea and its neighboring countries in East Asia By Tae‐YoungKim, Springer. 2021, pp. xii + 318, 179.99$ (Hardcover). ISBN: 9789811625121

Historical development of English learning motivation research: Cases of Korea and its neighboring countries in East Asia By Tae‐YoungKim, Springer. 2021, pp. xii + 318, 179.99$ (Hardcover). ISBN: 9789811625121

The Influence of Duolingo Application to EFL Classroom Students’ Motivation in Learning English

The Influence of Duolingo Application to EFL Classroom Students’ Motivation in Learning English

Students’ Motivation In English Learning During the Pandemic: A Study of Year Eight Students at SMP Negeri 27 Makassar

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

The English Learning Motivation of Chinese High School Students: Cross-grade Survey Analysis

Existing literature indicates that motivation is the most powerful determining factor that influences the rate and success of second language learning (Jiang, 2016; Kramsch & Yin, 2018; Li & Edwards, 2017; Liu et al., 2016; Liu, 2016; You & Dörnyei, 2016; Zhi & Wang, 2019). Currently, there is a growing body of empirical research indicating the changes in second language learning motivation in different grades at the same or different schools (Chambers, 1999; Kim, 2011, 2012a, b; Lamb, 2007; Williams et al., 2002). The findings of previous studies have mostly shown that student second language learning motivation increases with increasing school grades. Do¨rnyei (2000) suggested that concentrating on the time dimension of second language motivation is crucial for comprehending the second language motivation of students. However, the temporal variations of second language motivation, particularly motivational changes at different Chinese high school grades, have not been sufficiently emphasized by second language motivation researchers, therefore, this quantitative research investigated the changes in Chinese high school students’ English learning motivation from Grade 10 to Grade 12. An English learning motivation questionnaire was used and administered to 3000 students from Grades 10 to 12 in public high schools across mainland China, and employed the reliability analysis and analysis of variance to analyze quantitative data. The statistical results revealed that Grade 12 students ranked highest in English learning motivation, followed by Grade 11 and Grade 10 students. Furthermore, the college entrance examination had a positive impact on Grade 12 students' motivation to learn English.

Correlation Between English Learning Motivation And Public Speaking Ability

This study is intended to determine the extent of correlation between English learning motivation and public speaking ability. The design used is Correlation analysis by using Simple Linear Regression. The participants of the study were 30 students of English Education Study program of IAIN Palangka Raya who joined Speaking class and who used the questionnaire. The data were collected from 4 April to 8 May September 2023. The result of the study shows that the data above is stated to be correlated. Variable X to Variable Y has a correlation. With the degree of relationship, namely 0.70 and the form of the relationship is positive.

Gamifikasi dalam Pengajaran Bahasa Inggris dengan Menggunakan Platform Genially

Genially is one of the educational tools that advocates interactive visual communication. Genially serves as a comprehensive online platform where teachers can create captivating presentations, interactive graphics, infographics, gamification, quizzes, breakouts, portfolios, and more, enriching them with interactivity and animation effects within seconds. The objective of this workshop's research is to identify students' perceptions of the impact of the gamification teaching method using the Genially platform and to engage and enhance students' interest in the field of education through ELT (English Language Teaching). In this study, various findings related to the respondents' views on the gamification approach in teaching English using the Genially platform were discovered. The results indicate that the gamification approach through the Genially platform receives a positive response from participants regarding the English learning process, particularly including students' interest and motivation in learning English. This research is expected to serve as innovation, inspiration, and evaluation for educators and students in its implementation within English language teaching and learning through gamification methods using the Genially platform, involving various other instruments in the future.

Fun English Activities Untuk Meningkatkan Keterampilan Berbahasa Inggris Bagi Kelompok Pelayanan Anak dan Remaja

As an effort to increase enthusiasm and English learning in non-formal institutions, the Sunday School teachers embrace new methods containing organizing Community Service programs in collaboration with the universities. It is hoped that the method applied will increase children's motivation to join the learning process in a creative and fun way. Several things that are considered priority problems that must be resolved include: (1) Implementing Fun English Activities, (2) Increasing English vocabulary, (3) Pronunciation of English vocabulary and (4) Increasing enthusiasm and motivation for learning English. The solution offered is in the form of creative and fun English learning through games and songs as well as learning media with a Biblical theme. The activities were divided into two groups, first to fourth graders, and the fifth to sixth graders. The first group learned colors in various ways, vocabulary, and pronunciation in English. Meanwhile, the other group learned the Lord’s prayers and important vocabularies related to salvation. Both activities are equipped with interesting learning media. As the implementation, evaluation was conducted in the form of a quiz.

Students’ Motivation in Learning English in Islamic Higher Education

In the learning process, motivation has an important role because motivation can foster interest in learning. This research will be conducted on semester 1 students of the Islamic Religious Education study program at IAIN Palopo with the aim of describing student motivation in learning English and the factors that influence student motivation in learning English. This research is a descriptive research, which describes existing events by combining quantitative and qualitative. Data collection techniques are questionnaires, observations, and interviews. The subjects of this study were first semester students of the Islamic Religious Education study program who took Basic English courses. The results showed that second semester students of Islamic Religious Education had high motivation in learning English, which consisted of internal and external factors

Using Drama in EFL Classroom

This study began with current theories regarding the use of drama in learningEnglish. This research tried to elucidate what benefits it offers and whatchallenges teachers potentially meet. In this research, there were 105teachers from selected universities took part, and interviews with 11university teachers were also arranged. The entity of the study discoveredwas the use of drama to enhance the students' motivation for learningEnglish and lead to greater sociocultural awareness. Just like any otherteaching method, apart from the significant advantages describedpreviously, the use of drama could also have some disadvantages. After that,the research focused on techniques for using drama in the classroom.Participants responded that they occasionally used drama games tointroduce a new topic to make students feel more confident and to relax, orto encourage them to interact, etc. The essential point was that the studentbrings their personality, experience, and opinions to the task. Roleplay withthe second highest mean value was also applied in cooperative groups and/orstudents that could maintain the identity of their role throughout the classperiod. It proceeded with a brief description of some useful dramatechniques. The research ended by offering some concluding remarks suchas giving students more choices in such decisions as to the selection oftextbooks and materials; types of classroom activities; the amount, type, andfrequency of homework; and topics and activities in class.

Analyzing non-English major students’ needs, attitudes, and English language learning strategies

Students learn English with different educational backgrounds at university level. Through this course, students can get the opportunity to develop their English competence for their learning success and future professional needs. To maximise the attainments of the goals, ESP teachers need to design ESP courses relevant to the students’ needs and conditions. This study surveyed 180 non-English major students to investigate their needs in learning English, learning attitude, and language learning strategies. The results reveal students still lacking in all English skills and language use. Therefore, ESP teachers should provide learning materials and inputs that can develop students’ English competence. ESP teachers need to struggle to make non-English major students hold a positive attitude toward English language learning. This finding showed that even though the students had confidence and motivation in learning English, they felt anxious and insecure during the teaching and learning process. Since this study involved non-English major students from different educational backgrounds, it was found that students’ language learning strategies were various. The results did not show certain strategies used by the students in learning English in higher education. ESP teachers should provide a variety of teaching techniques that can help students maximise their English language learning.

Analyzing Indonesian Students’ Needs for Virtual Drama Scripts: Bridging Climate Change Topic and Pancasila Profile Dimensions

In the Independent curriculum, it is essential to provide students with diverse learning materials that address global concerns like climate change while also aligning with personal and cultural dimensions, such as the Pancasila Student Profile. This study, conducted at Srijaya Negara High School in Palembang, Indonesia, aimed to understand students' needs for virtual drama scripts that incorporate both climate change and the Pancasila Student Profile themes. Insights were gathered from 36 tenth-grade students, their English teachers, and additional stakeholders through a mixed-methods approach, combining questionnaires and semi-structured interviews. The results highlighted a demand from students for more specific and contextually relevant materials. The integration of climate change and Pancasila themes in virtual drama scripts was found to enhance students' motivation in English learning, particularly with the inclusion of technology. Furthermore, these tailored scripts are believed to improve students' knowledge and awareness of both climate change and the values of Pancasila. This research paves the way for the development of virtual drama scripts that not only serve as English reading materials but also support broader educational initiatives in high schools.

Explanatory Study of Student-Teacher Interactions, Students’ Academic Motivation, and Teacher’s Motivation in English Classes

This study aims to determine the relationship between student-teacher interaction, students' academic motivation, and the teacher's motivation in the eighth-grade English classroom. Quantitative and qualitative data on student-teacher interaction and academic motivation in English learning were collected using a questionnaire, observation, and interview. 137 eighth-grade students at Semarang's Karangturi junior high school in the academic year 2022-2023 were the subjects of this study. Using an observation sheet from Ottevanger (2001), it was determined to see to what extent the teacher uses student-teacher interaction to increase students' and teachers' academic motivation. A final interview is conducted with the English teacher to determine her perception of student-teacher interaction. The results demonstrate a correlation between student-teacher interaction and students’ academic motivation in English classes. The instructor utilizes these interactions by posing questions and issuing directives. Moreover, the instructor concurred that student-teacher interactions are highly beneficial for both students and instructors.

USING TIKTOK APPLICATION AS AN ENGLISH TEACHING MEDIA: A LITERATURE REVIEW

This study describes the use of TikTok as a teaching medium and knows its benefits on students’ English skills. This research uses library research. The analysis shows that several ways in creating learning material by using TikTok, such as downloading the TikTok app through the Play Store or AppStore, creating a text/script, recording videos, using illustrations, editing, using hashtags, and uploading into TikTok. We enter the hashtag to learn English in the search field on TikTok, then various videos will appear that match the keywords. TikTok is an innovative application that can provide students with a new sense of desire and motivation in learning English even. Several previous studies show that TikTok gives benefits to students' English skills such as speaking, listening, pronunciation, grammar, vocabulary, and pronunciation. Therefore, TikTok can be chosen as an interesting learning medium that can support the learning process. The material is simple and useful, learning is not monotonous because it is equipped with writing features that are attractive to the audio and visual when delivering material. Teachers can create a variety of materials to explain material, practices, remedial or enrichment. We also can give assignments or projects to students to make video material with TikTok an interesting, innovative, and interactive video. Students are expected to identify various types of visual elements and incorporate them into a brief video, highlighting the audio-visual form of an explanation by utilizing editing skills.

Factors Influencing Rural Junior High-School Students’ Motivation to Learn English in Taiwan

English-language learning in rural Taiwan has been targeted by government policy for two decades, yet little research has investigated students’ motivation and support in these rural communities. This study investigated the effects of students’ gender, grade, parental support (PS), and teacher support (TS) on their English learning motivation (ELM) in Taiwan’s rural middle-level schools. A quantitative survey approach was used in this study. Seven hundred and fifty-four questionnaires were delivered to the students in 12 rural middle-level schools. The collected data were analyzed by using the t-test, ANOVA, Pearson correlation, and multiple-regression methods. Females reported higher ELM, PS, and TS than their male counterparts. Seventh-grade students reported higher ELM, PS, and TS than eighth- and ninth-grade students. PS and TS were significantly correlated to ELM. Appraisal support of teachers was the most relevant predictor for value, emotion, and willingness to execute factors of ELM. Programs and policies to improve ELM in rural schools are suggested.

NEED ANALYSIS OF BUSINESS ENGLISH FOR ECONOMIC EDUCATION UNDERGRADUATE STUDENTS

<p>Learning English is necessary for a variety of goals, not just for language fluency in general but also for more specific purposes (English for Specific Purposes). Business English is becoming more and more crucial as businesses demand that their employees speak multiple languages. The purpose of this research is to identify undergraduate students’ needs for business English using need analysis. The method that used in this research is descriptive qualitative approach. The researcher use questionnaire to find the undergraduate students’ need, lack, and want. The research result based on the questionnaire which can be concluded that learning English is essential for the undergraduate students and their motivation in learning English is to be able to communicate in formal or non-formal situation at business environments. The researchers came to the conclusion that the undergraduate students must enhance their english speaking ability because this is also one of their lack based on the questionnaire's findings. The result of this research will be used to develop a new syllabus and textbook for business English.</p>

The Effect of Applying Language Picture Books in Reciprocal Teaching on Students’ Language Learning Motivations

The research nature of this study is to examine the priority of English as a foreign language in many non-English speaking countries in the context of globalization with a focus on the importance of English for cross-linguistic communication and interpersonal communication. The research purpose is to understand the effects of language picture books applied to interactive teaching methods on English language learning motivation, learning performance, and language and reading ability of elementary school students in southern Taiwan. The research method used herein is an experimental design model. In total, 192 students in eight classes in Grade Six of two elementary schools in southern Taiwan, each with four classes of 24 students, who used the same picture book materials are taken as the research subjects for an experimental study. The research method includes the application of language picture books to interactive teaching methods, combined with a variety of teaching activities, to create a fun and enjoyable learning atmosphere. The study observes students’ active participation and learning performance in the classroom and evaluates the impacts of these activities on their learning motivation, language ability, and reading ability were evaluated. The findings of this study are as follows. 1) The use of the interactive teaching method with language picture books has a significant effect on students’ motivation to learn English, by observing students’ active participation in the classroom. 2) The English picture books inspire children’s curiosity and interest in reading, increase their motivation for English learning, and make them quite interested in reading. 3) The course incorporated a variety of teaching activities to create a happy learning atmosphere, so that students can continue to work toward their English learning goals after the course is over. We also present the conclusions and discussions based on the results in the hope that language picture books can develop students’ capacity for listening and concentration and contribute to the development and improvement of their language ability and reading ability.