How EFL Learners Maintain Motivational Factors and Positive Attitudes during COVID-19 Pandemic: A Qualitative Study
DOI:
https://doi.org/10.29240/ef.v5i2.3398Keywords:
EFL learning, motivation, attitudes, pandemic.Abstract
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.
Downloads
References
Adara, R. A. (2020). Enhancing EFL Learners’ Motivation through Songs. IJEE (Indonesian Journal of English Education), 7(2). https://doi.org/10.15408/ijee.v7i2.17321
Adara, R. A. (2019). Motivational Factors to Learn English among University Students in An Urban Area. Sukma: Jurnal Pendidikan, 3(2). https://doi.org/10.32533/03203.2019
Adara, R. A., & Najmudin, O. (2020). ANALYSIS ON THE DIFFERENCES IN EFL LEARNERS’ DEMOTIVATING FACTORS AFTER COVID 19 PANDEMIC. Ta’dib, 23(2). https://doi.org/10.31958/jt.v23i2.2373
Adara, R. A., Nuryadi, N., & Nasution, R. A. (2019). Investigating the Difference in Demotivation Factors: A Case Study of Two Groups of Indonesian EFL Learners. Journal of English Language Studies, 4(2). https://doi.org/10.30870/jels.v4i2.6228
Adara, R., & Haqiyah, A. (2020). The Effects of Integrating Digital Storytelling to Students’ Motivation. Edukasi: Jurnal Pendidikan Dan Pengajaran. https://doi.org/10.19109/ejpp.v7i2.6023
Alqahtani, A. F. (2017). The L2 Motivational Self System and Religious Interest among Saudi Military Cadets: A Structural Equation Modelling Approach. International Journal of English Linguistics, 7(5). https://doi.org/10.5539/ijel.v7n5p84
Ansari, J. A. N., & Khan, N. A. (2020). Exploring the role of social media in collaborative learning the new domain of learning. Smart Learning Environments, 7(1). https://doi.org/10.1186/s40561-020-00118-7
Baldauf Jr., R. (2007). Demotivation : Understanding Resistance to English Language Learning - The Case of Vietnamese Students. The Journal of Asia TEFL, 4(1).
Barak, M., Watted, A., & Haick, H. (2016). Motivation to learn in massive open online courses: Examining aspects of language and social engagement. Computers & Education, 94. https://doi.org/10.1016/j.compedu.2015.11.010
Basoz, T., & Cubukcu, F. (2014). The effectiveness of computer assisted instruction on vocabulary achievement. Mevlana International Journal of Education, 4(1). https://doi.org/10.13054/mije.13.77.4.1
Bidin, S., Jusoff, K., Aziz, N. A., Salleh, M. M., & Tajudin, T. (2009). Motivation and Attitude in Learning English among UiTM Students in the Northern Region of Malaysia. English Language Teaching, 2(2). https://doi.org/10.5539/elt.v2n2p16
Bradford, A. (2007). Motivational orientations in under-researched FLL contexts: Findings from Indonesia. RELC Journal, 38(3). https://doi.org/10.1177/0033688207085849
Carrió-Pastor, M. L., & Mestre, E. M. M. (2014). Motivation in Second Language Acquisition. Procedia - Social and Behavioral Sciences, 116. https://doi.org/10.1016/j.sbspro.2014.01.201
Chairat, P. (2015). Attitudes and Motivation of Non-English Major Students towards Learning English as a Foreign Language: A Case Study. American Journal Experts, 1(1).
Chen, Y.-C., & Chen, P.-C. (2009). The effect of English popular songs on learning motivation and learning performance. WHAMPOA - An Interdisciplinary Journal, 56.
Cheng, H.-F., & Dörnyei, Z. (2007). The Use of Motivational Strategies in Language Instruction: The Case of EFL Teaching in Taiwan. Innovation in Language Learning and Teaching, 1(1). https://doi.org/10.2167/illt048.0
Deci, E., & Ryan, R. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Perspectives in Social Psychology.
Deci, E. L., & Ryan, R. M. (2012). Motivation, Personality, and Development Within Embedded Social Contexts: An Overview of Self-Determination Theory. In The Oxford Handbook of Human Motivation. https://doi.org/10.1093/oxfordhb/9780195399820.013.0006
Dincer, A., & Yesilyurt, S. (2017). Motivation to Speak English: A Self-Determination Theory Perspective. PASAA: Journal of Language Teaching and Learning in Thailand, 53. https://doi.org/10.14456/pasaa.2017.1
Dörnyei, Z. (2014). The psychology of the language learner: Individual differences in second language acquisition. The Psychology of the Language Learner: Individual Differences in Second Language Acquisition, 1–270. https://doi.org/10.4324/9781410613349
Dörnyei, Z., & Csizér, K. (2002). Some Dynamics of Language Attitudes and Motivation: Results of a Longitudinal Nationwide Survey. Applied Linguistics, 23(4). https://doi.org/10.1093/applin/23.4.421
Dzanic, N. D., & Pejic, A. (2016). The Effect of Using Songs On Young Learners and Their Motivation for Learning English. NETSOL: New Trends in Social and Liberal Sciences, 1, 40–54. https://doi.org/10.24819/netsol2016.8
Ellis, R. (2006). Current Issues in the Teaching of Grammar: An SLA Perspective. TESOL Quarterly, 40(1). https://doi.org/10.2307/40264512
Escobar Fandiño, F. G., Muñoz, L. D., & Silva Velandia, A. J. (2019). Motivation and E-Learning English as a foreign language: A qualitative study. Heliyon, 5(9). https://doi.org/10.1016/j.heliyon.2019.e02394
Hartshorn, & McMurry. (2020). The Effects of the COVID-19 Pandemic on ESL Learners and TESOL Practitioners in the United States. International Journal of TESOL Studies. https://doi.org/10.46451/ijts.2020.09.11
Hibatullah, O. F. (2019). The Challenges of International EFL Students to Learn English in a Non-English Speaking Country. Journal of Foreign Languange Teaching and Learning, 4(2). https://doi.org/10.18196/ftl.4240
Kazantseva, E. A., Valiakhmetova, E. K., Minisheva, L. V, Anokhina, S. Z., & Latypova, E. M. (2016). A survey-based study of motivation and attitude to learning a second language at ufa state university of economics and service. 2016, 1–9.
Khazaie, Z. M., & Mesbah, Z. (2014). The relationship between Extrinsic vs. Intrinsic motivation and strategic use of language of Iranian intermediate EFL learners. Theory and Practice in Language Studies, 4(1). https://doi.org/10.4304/tpls.4.1.99-109
Lamb, M. (2016). Motivation (pp. 324–338).
Le, T. T., & Chen, S. (2018). English Tertiary Education in Vietnam (J. Albright (ed.)). Routledge. https://doi.org/10.4324/9781315212098
Liu, M., & Huang, W. (2011). An Exploration of Foreign Language Anxiety and English Learning Motivation. Education Research International, 2011. https://doi.org/10.1155/2011/493167
Loewen, S., & Reinders, H. (2011). Key Concepts in Second Language Acquisition. In Key Concepts in Second Language Acquisition. https://doi.org/10.1007/978-0-230-34627-7
MacIntyre, P. D., & Serroul, A. (2014). 11. Motivation on a Per-Second Timescale: Examining Approach- Avoidance Motivation During L2 Task Performance. In Motivational Dynamics in Language Learning. Multilingual Matters. https://doi.org/10.21832/9781783092574-013
Mantiri, O. (2015). Key to Language Learning Success. Journal of Arts and Humanities, 4(01). https://doi.org/10.18533/journal.v4i01.629
Mat, S. H. C. (2014). Attitudes and Motivation Towards Learning English Among FELDA School Students.
Mulalić, A., & Obralic, N. (2016). The Relationship Between Motivation Components and Preferred Learning Components among Students at International Univeristy of Sarajevo. Epiphany, 9(1). https://doi.org/10.21533/epiphany.v9i1.212
Nafi, J., Qabaja, Z., & Al-Kar, H. (2016). Attitudes of Palestinian Undergraduate Students Towards Native and Non-Native English Language Teachers and Their Relation to Students’ Listening Ability. Journal of Education and Practice, 7, 27–42.
Nassaji, H. (2015). Qualitative and descriptive research: Data type versus data analysis. Language Teaching Research, 19(2). https://doi.org/10.1177/1362168815572747
Ngo, H., Spooner-Lane, R., & Mergler, A. (2017). A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university. Innovation in Language Learning and Teaching, 11(2). https://doi.org/10.1080/17501229.2015.1094076
Nguyen, N. T. (2017). Thirty Years of English Language and English Education in Vietnam. English Today, 33(1). https://doi.org/10.1017/S0266078416000262
Nguyen, S. Van, & Habók, A. (2021). Vietnamese non-English-major students’ motivation to learn English: from activity theory perspective. Heliyon, 7(4). https://doi.org/10.1016/j.heliyon.2021.e06819
Poornima, B., Jayaraman, H., & A, D. A. K. (2016). Factors Influencing Second Language Learning Among Urban European Language Learners: A Qualitative Study. International Journal of Indian Psychology, 3(3). https://doi.org/10.25215/0303.120
Révész, A. (2012). Coding Second Language Data Validly and Reliably. In Research Methods in Second Language Acquisition: A Practical Guide. https://doi.org/10.1002/9781444347340.ch11
Slim, H., & Hafedh, M. (2019). Social media impact on language learning for specific purposes: A study in English for business administration. Teaching English with Technology, 19(1).
Thang, S. M., Gobel, P., Nor, F. M., & Suppiah, V. L. (2011). Students’attributions for success and failure in the learning of English as a Second Language: A comparison of undergraduates from six public universities in Malaysia. Pertanika Journal of Social Science and Humanities, 19(2).
Truong, B. . (2016). The Motivation of Vietnamese university Students to Learn English: a Study Using the Expectancy-Value Model of Academic Motivation. Newcastle.
Vu Thi Ngoc, L., & Rochelle Irene, G. L. (2015). The role of attitude, motivation, and language learning strategies in learning English as a Foreign Language among Vietnamese college students in Ho Chi Minh City. Asian Journal of English Language Studies (AJELS), 3.
Waninge, F., Dörnyei, Z., & De Bot, K. (2014). Motivational Dynamics in Language Learning: Change, Stability, and Context. The Modern Language Journal, 98(3). https://doi.org/10.1111/modl.12118
Yang, X. (2012). Attitude and Motivation in L2 Learning among Ummaster Students. International Journal of Management and Sustainability, 1(1).
Yulia, Y. (2013). TEACHING CHALLENGES IN INDONESIA: MOTIVATING STUDENTS AND TEACHERS’ CLASSROOM LANGUAGE. Indonesian Journal of Applied Linguistics, 3(1). https://doi.org/10.17509/ijal.v3i1.186
Zubairi, A. M., & Sarudin, I. H. (2009). Motivation to learn a foreign language in Malaysia. GEMA Online Journal of Language Studies, 9(2).
Downloads
Published
How to Cite
Citation Check
License
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-NC-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).