Students’ Motivation to Acquire English through Virtual Learning in the Midst Covid-19 Pandemic
DOI:
https://doi.org/10.21512/lc.v15i1.6839Keywords:
students’ motivation, virtual learning, Covid-19 pandemicAbstract
The research aimed to find out students’ motivation to acquire English as a foreign language through virtual learning in the midst of Covid-19 pandemic. It involved 202 students spread throughout Indonesia. Data were collected by means of motivation questionnaires adopted from the Situational Motivation Scale (SIMS) of students’ motivation, i.e., instrumental motivation and integral motivation. The data were analyzed with descriptive statistics and Pearson’s Correlation on SPSS 22. The result shows that the students have a low level of motivation both for integrative and instrumental motivation to acquire English. The statistical calculation reveals that there is a correlation between the students’ motivation and virtual learning activity as shown by the level of significance 0,000<0,05 with the coefficient Pearson’s correlation of 0,282. There is no correlation between the students’ motivation and the Covid-19 pandemic as depicted by Pearson’s correlation of 0,062 with the significant level of 0,382>0,05. The research implies a need for a more innovative instructional design for virtual language learning to better improve students’ motivation to learn English during the Covid-19 pandemic.
Plum Analytics
References
Abad-Segura, E., González-Zamar, M. D., Infante-Moro, J. C., & García, G. R. (2020). Sustainable management of digital transformation in higher education: Global research trends. Sustainability, 12(5), 1-24. https://doi.org/10.3390/su12052107.
Abidah, A., Hidaayatullaah, H. N., Simamora, R., Fehabutar, D., & Mutakinati, L. (2020). The impact of Covid-19 to Indonesian education and its relation to the philosophy of “Merdeka Belajar”. Studies in Philosophy of Science and Education, 1(1), 38-49. https://doi.org/10.46627/sipose.v1i1.9.
Adnan, M. & Anwar, K., (2020). Online learning midst of the Covid-19 pandemic: Students’ perspective. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51. http://dx.doi.org/10.33902/JPSP.
Al-Rahmi, W. M., Yahaya, N., Aldraiweesh, A. A., Alamri, M. M., Aljarboa, N. A., Alturki, U., & Aljeraiwi, A. A. (2019). Integrating technology acceptance model with innovation diffusion theory: An empirical investigation on students’ intention to use e-learning systems. IEEE Access, 1(1), 26797-26809. https://doi.org/10.1109/ACCESS.2019.2899368.
Al-Ta’ani, M. H. (2018). Integrative and instrumental motivations for learning English as a university requirement among undergraduate students at Al-Jazeera University/Dubai. International Journal of Learning and Development, 8(4), 89-105. https://doi.org/10.5296/ijld.v8i4.13940.
Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10.
Almarzooq, Z., Lopes, M., & Kochar, A. (2020). Virtual learning during the Covid-19 pandemic: A disruptive technology. Journal of the American College of Cardiology, 75(20), 2635-2638. https://dx.doi.org/10.1016%2Fj.jacc.2020.04.015.
Alqahtani, A. Y., & Rajkhan, A. A. (2020). Education sciences e-learning critical success factors during the Covid-19 pandemic: A comprehensive analysis of e-learning managerial perspectives. Education Sciences, 10(9), 1-16. https://doi.org/10.3390/educsci10090216.
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages, and disadvantages of its adoption in higher education. International Journal of Education and Research, 2(12), 397-410.
Basilaia, G., & Kvavadze, D. (2020). Transition to online education in school during SARS-COV-2 coronavirus (Covid-19) pandemic in Georgia. Pedagogical Research, 5(4), 1-9. https://doi.org/10.29333/pr/7937.
Beluce, A. C., & Oliveira, K. L. (2015). Students’ motivation for learning in virtual learning environments. Paidéia (Ribeirão Preto), 25(60), 105-113. https://doi.org/10.1590/1982-43272560201513.
Bond, M., Marín, V. I., Dolch, C., Bedenlier, S., & Zawacki-Richter, O. (2018). Digital transformation in German higher education: Student and teacher perceptions and usage of digital media. International Journal of Educational Technology in Higher Education, 15(1), 48-68. https://doi.org/10.1186/s41239-018-0130-1.
Bzuneck, J. A. (2010). Como motivar os alunos: Sugestões práticas. In E. Boruchovitch, J. A. Bzuneck, & S. E. R. Guimarães (Orgs.), Motivação para aprender: Aplicações no contexto educativo. pp. 13-42. Petrópolis, RJ: Vozes.
Carrio-Pastor, M. L., & Mestre, E. M. (2014). Motivation in second language acquisition. Procedia - Social and Sciences, 116, 240-244. https://doi.org/10.1016/j.sbspro.2014.01.201.
Catálan, L. L., Catalán, B. L., & Vázquez, Á. M. D. (2018). Web promotion, innovation and post- graduate e-learning programs. IJERI: International Journal of Educational Research and Innovation, 11, 47-59.
Chiang, C. Y., Boakye, K., & Tang, X. (2019) The investigation of e-learning system design quality on usage intention. Journal of Computer Information Systems 59(3), 256-265. https://doi.org/10.1080/08874417.2017.1342176.
Cidral, W. A., Oliveira, T., Di Felice, M., & Aparicio, M. (2018). E-learning success determinants: Brazilian empirical study. Computers & Education, 122, 273-290. https://doi.org/10.1016/j.compedu.2017.12.001.
Cocca, M., & Cocca, A. (2019). Affective variables and motivation as predictors of proficiency in English as a foreign language. Journal on Efficiency and Responsibility in Education and Science, 12(3), 75-83. https://doi.org/10.7160/eriesj.2019.120302.
Degang, M. (2010). Motivation toward English language learning of the second year undergraduate Thai students majoring in Business English at English medium university. Bangkok: Srinakharinwirot University.
Dewaele, J. M., Magdalena, A. F., & Saito, K. (2019). The effect of perception of teacher characteristics on Spanish EFL learners’ anxiety and enjoyment. The Modern Language Journal, 103(2), 412-427. https://doi.org/10.1111/modl.12555.
Di Vaio, A., Boccia, F., Landriani, L., & Palladino, R. (2020). Artificial intelligence in the agri-food system: Rethinking sustainable business models in the COVID-19 scenario. Sustainability 12(12), 1-12. https://doi.org/10.3390/su12124851.
Eickelmann, B., & Gerick, J. (2020). Lernen mit digitalen medien: Zielsetzungen in zeiten von corona und unter besonderer berücksichtigung von sozialen ungleichheiten (Learning with digital media: Objectives in times of corona and under special consideration of social inequities. Die Deutsche Schule, 16, 153-162. http://dx.doi.org/10.31244/9783830992318.09.
Elumalai, K., Sankar, J., R, K., John, J. A., Menon, N., Alqahtani, M., & Abumelha, M. (2020). Factors affecting the quality of e-learning during the Covid-19 pandemic from the perspective of higher education students. Journal of Information Technology Education: Research, 19, 731-753. https://doi.org/10.28945/4628.
Filcher, C., & Miller, G. (2000). Learning strategies for distance education students. Journal of Agricultural Education, 41(1), 60-68. https://doi.org/10.5032/JAE.2000.01060.
Fincham, N., & Li, G. (2019). Metacognitive knowledge and EFL learning in web-based distance learning context: A multiple case study [C]. In S. Keengwe (Ed.), Handbook of Research on Cross-Cultural Online Learning in Higher Education. Hershey, PA: IGI Global.
Galea, R., & Muftah, M. (2013). Language learning motivation among Malaysian pre-university students. English Language Teaching, 6(3), 92-103. https://doi.org/10.5539/elt.v6n3p92.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio educational model. New York: Peter Lang Publishing, Inc.
Graham, S., Courtney, L., Tonkyn, A., & Marinis, T. (2016). Motivational trajectories for early language learning across the primary – Secondary school transition. British Educational Research Journal, 42(4), 682-702. https://doi.org/10.1002/berj.3230.
Guay, F., Vallerand, R. J., & Blanchard, C. (2000). On the assessment of situational intrinsic and extrinsic motivation: The Situational Motivation Scale (SIMS). Motivation and Emotion, 24(3), 175-213. http://doi.org/10.1023/A:1005614228250.
Harandi, S. R. (2015). Effects of e-learning on students’ motivation. Procedia - Social and Behavioral Sciences, 181, 423-430. https://doi.org/10.1016/J.SBSPRO.2015.04.905.
Hoey, R. (2017). Examining the characteristics and content of instructor discussion interaction upon student outcomes in an online course. Online Learning Journal, 21(4), 263-281.
Hong, Y. C., & Ganapathy, M. (2017). To investigate ESL students’ instrumental and integrative motivation towards English language learning in a Chinese school in Penang: Case study. English Language Teaching, 10(9), 17-35. https://doi.org/10.5539/elt.v10n9p17.
Hong, A. J., & Kim, H. J. (2018). College students’ digital readiness for academic engagement (DRAE) scale: Scale development and validation. Asia-Pacific Education Researcher, 27(4), 303-312. https://doi.org/10.1007/s40299-018-0387-0.
Huber, S. G., & Helm, C. (2020). Covid-19 and schooling: Evaluation, assessment, and accountability in times of crises - reacting quickly to explore key issues for policy, practice, and research with the school barometer. Educational Assessment, Evaluation and Accountability, 32, 237-270. https://doi.org/10.1007/s11092-020-09322-y.
Hudson, G. (2000). Essential introductory linguistics. New Jersey: Blackwell Publishers.
Hussain, M., Zhu, W., Zhang, W., & Abidi, S. M. R. (2018). Student engagement predictions in an e-learning system and their impact on student course assessment scores. Computational Intelligence and Neuroscience, 2018, 1-21. https://doi.org/10.1155/2018/6347186.
Invokavit, B. (2017). The correlation between students’ motivation and learning achievement of the eleventh graders of SMK 1 PSKD Jakarta. Journal of English Teaching, 3(2), 112-118. https://doi.org/10.33541/jet.v3i2.703.
Jones, K., & Sharma, R. (2019). Reimagining a future for online learning in the post-covid era. International Journal Digital Enterprise Technology, 1(3), 241-275. https://dx.doi.org/10.2139/ssrn.3578310.
Kareal, F., & Klema, J. (2006). Adaptivity in e-learning. Retrieved from http://karlovi.cz/filip/adaptivity_in_e-learning.pdf.
Kim, K. J., & Frick, T. W. (2011). Changes in student motivation during online learning. Journal of Educational Computing Research, 44(1), 1-23. https://doi.org/10.2190%2FEC.44.1.a.
Larsen-Freeman, D. (2019) On language learner agency: A complex dynamic systems theory perspective. The Modern Language Journal, 103(51), 61-79. https://doi.org/10.1111/modl.12536.
Lestiyanawati, R., & Widyantoro, A. (2020). Strategies and problems faced by Indonesian teachers in conducting e- learning system during Covid-19 outbreak. CLLiENT Journal (Journal of Culture, Literature, Linguistics, and English Teaching), 2(1), 71-82.
Leszczyński, P., Charuta, A., Łaziuk, B., Gałązkowski, R., Wejnarski, A., Roszak, M., & Kołodziejczak, B. (2018). Multimedia and interactivity in distance learning of resuscitation guidelines: A randomised controlled trial. Interactive Learning Environments, 26(2), 151-162. https://doi.org/10.1080/10494820.2017.1337035.
Li, G. (2020). Principles for developing learner agency in language learning in a new eduscape with Covid-19. Langugae Learning, 5, 30-40.
Liao, C. W., Chen, C. H., & Shih, S. J. (2019). The interactivity of video and collaboration for learning achievement, intrinsic motivation, cognitive load, and behavior patterns in a digital game-based learning environment. Computers and Education, 133(1), 43-55. http://dx.doi.org/10.1016/j.compedu.2019.01.013.
Luong-Phan, N. H., & Effeney, G. (2015). TOEFL iBT and language learning motivation: An investigation into teaching styles and influential factors for Vietnamese adolescents. International Journal of Research Studies in Language Learning, 4(3), 3-18. https://doi.org/10.5861/ijrsll.2014.906.
Makokha, G., & Mustisya, D. (2020). Status of e-learning in public university in Kenya. International Review of Research in Open and Distributed Learning, 17(3), 341-359. https://doi.org/10.19173/irrodl.v17i3.2235.
Mamattah, S. R. (2016). Students’ perspection of e-learning. (Master Thesis). Linköping: Linköping University.
Marutschke, D. M., Kryssanov, V., Chaminda, H. T., & Brockmann, P. (2019). Smart education in an interconnected world: Virtual, collaborative, project-based courses to teach global software engineering. In Smart Innovation, Systems and Technologies (pp 39-49). Singapore: Springer.
Masum, Z. H. M. J. (2016). Motivation of Bangladeshi higher secondary students in learning English language. Language in India, 16(2), 177-189.
Moroz, A., Horlick, M., Mandalaywala, N., & Stern, D. (2018). Faculty feedback that begins with resident self-assessment: Motivation is the key to success. Medical Education, 52(3), 314-323. https://doi.org/10.1111/medu.13484.
Murphy, M. P. A. (2020). Covid-19 and emergency e-learning: Consequences of the securitization of higher education for post-pandemic pedagogy. Contemporary Security Policy, 41(3), 492-505. https://doi.org/10.1080/13523260.2020.1761749.
Ngampornchai, A., & Adams, J. (2016). Students’ acceptance and readiness for e-learning in Northeastern Thailand. International Journal of Educational Technology in Higher Education, 34, 1-13. https://doi.org/10.1186/s41239-016-0034-x.
Paap, K. R., Mason, L. A., Zimiga, B. M., Ayala-Silva, Y., Frost, M. M., Gonzalez, M., & Primero, L. (2019). Other language proficiency predicts unique variance in verbal fluency not accounted for directly by target language proficiency: Cross-language interference? Brain Sciences, 9(8), 1-14. https://doi.org/10.3390/brainsci9080175.
Patrick, B. C., Skinner, E. A., & Connell, J. P. (1993). What motivates children’s behavior and emotion? Joint effects of perceived control and autonomy in the academic domain. Journal of Personality and Social Psychology, 65(4), 781-791. https://doi.org/10.1037/0022-3514.65.4.781.
Pietro, D., Biagi, F., Costa P., & Karpiński Z., Mazza, J. (2020). The likely impact of Covid-19 on education: Reflections based on the existing literature and recent international datasets. Retrieved from https://op.europa.eu/en/publication-detail/-/publication/b48d50f6-b753-11ea-bb7a-01aa75ed71a1/language-en.
Qashoa, S. H. (2006). Motivation among learners of English in the secondary schools in the eastern coast of the UEA. (Dissertation). Dubai: Institute of Education, British University.
Queiros, D. R., & de Villiers, M. R. (2016). Online learning in a South African higher education institution: Determining the right connections for the student. International Review of Research in Open and Distance Learning, 17(5), 165-185. https://doi.org/10.19173/irrodl.v17i5.2552.
Quevedo, A. (2011). O ensino semipresencial, do ponto de vista do aluno. Revista Científica e-curriculum, 7(1), 1-21.
Rahardjo, A. & Pratiwi, S. (2020). Learning motivation & students’ achievement in learning English: A case study at secondary school students in the Covid-19 pandemic situation. JELITA: Journal of English Language Teaching & Literature, 1(2), 56-64.
Rozmatovna, A. O. (2020). The influence of integrative motivation and instrumental motivation on learning English as a foreign language. Journal of Critical Reviews, 7(12), 942-945. http://dx.doi.org/10.31838/jcr.07.12.164.
Sankar, J. P. (2018). Relationship between service quality and customer satisfaction in the familiar retail outlets of Chennai. International Journal of Management, 9(5), 10-15.
Saville-Troike, M. (2006). Introducing second language acquisition. Cambridge: Cambridge University Press.
Schafer, E. C., Aoyama, K., Ho, T., Castillo, P., Conlin, J., Jones, J., & Thompson, S. (2018). Speech recognition in noise in adults and children who speak English or Chinese as their first language. Journal of the American Academy of Audiology, 29(10), 885-897. https://doi.org/10.3766/jaaa.17066.
Schneider, S. L., & Laurin, M. (2020). Distance learning in the era of Covid-19. Archives of Dermatological Research, 1-2. https://doi.org/10.1007/s00403-020-02088-9.
Selvaraj, C. (2019). Success of e-learning systems in management education in chennai city-using user’s satisfaction approach. The Online Journal of Distance Education and E-learning, 7(2), 124-132.
Selwyn, N., Nemorin, S., Bulfin, S., & Johnson, N. F. (2018). Schools in the digital age: How might things be otherwise? In N. Selwyn, S. Nemorin, S. Bulfin, & N. F. Johnson (Eds.), Everyday Schooling in the Digital Age: High School, High Tech? London: Routledge.
Smith, M., & Loewen, S. (2018). Situational language teaching. https://doi.org/10.1002/9781118784235.eelt0174.
Smith, S. A., Briggs, J. G., & Pothier, H. (2018) Exploring variation in reading comprehension among young adult Spanish-English bilinguals: The role of environmental language contact and attitudes toward reading. International Journal of Bilingual, 22(6), 695-716. https://doi.org/10.1177%2F1367006917690913.
Strike, T. (2018). Higher education strategy and planning: A professional guide. UK: Routledge.
Sujarwo., Sukmawati., Akhiruddin., Ridwan., & Siradjuddin, S. (2020). An analysis of university students’ perspective on online learning in the midst of Covid-19 pandemic. Journal Pendididkan dan Pengajaran, 53(2), 125-137. http://dx.doi.org/10.23887/jpp.v53i2.24964.
Syauqi, K., Munadi, S., & Triyono, M. B. (2020). Students’ perceptions toward vocational education on online learning during the Covid-19 pandemic. Interntional Journal of Ealuation and Research in Eduction (IJERE), 9(4), 881-886. http://doi.org/10.11591/ijere.v9i4.20766.
Testa, M. G., & Luciano, E. M. (2010). A influência da autorregulação dos recursos de aprendizagem na efetividade dos cursos desenvolvidos em ambientes virtuais de aprendizagem na internet. REAd: RevistaEletrônica de Fstração, 16(2), 422-445.
Tileston, W., D. (2010). What every teacher should know about student motivation. California: Corwin Press.
Tomas, L., Evans, N., Doyle, T., & Skamp, K. (2019). Are first year students ready for a flipped classroom? A case for a flipped learning continuum. International Journal of Educational Technology in Higher Education, 16(5), 1-22. https://doi.org/10.1186/s41239-019-0135-4.
Toquero, C. M. (2020). Challages and oppoertunities for higher education midst of the Covid-19 pandemic: The Philippine context. Pedagogical Research, 5(4), 1-5. https://doi.org/10.29333/pr/7947.
UNESCO. (2020). UNESCO report: National learning platforms and tools. Retrieved on May, 4th 2020 from https://en.unesco.org/covid19/educationresponse/nationalresponses.
Vandergriff, I. (2016). Second-language discourse in the digital world: Linguistic and social practices in and beyond the networked classroom. Amsterdam: John Benjamins.
Verawardina, U., Asnur, L., Lubis, A. L., Hendriyani, Y., Ramadhani, D., Dewi, I. P., Darni, R., Betri, T. J., Susanti, W., & Sriwahyuni, T. (2020). Reviewing online learning facing the Covid-19 outbreak. Journal of Talent Development and Excellence, 12(3), 385-392.
Victoria, L., Mislinawati, V., M., & Nurmasyitah, N. (2018). Students’ perceptions on the implementation of e- learning: Helpful or unhelpful? Journal of Physics: Conference Series, 1088(1), 1-6. https://doi.org/10.1088/1742-6596/1088/1/012058.
Xie, K., Durrington, V., & Yen, L. L. (2011). Relationship between students’ motivation and their participation in asynchronous online discussions. Merlot: Journal of Online Teaching and Learning, 7(1), 17-29.
Yanti, M. T., Kuntarto, E., & Kurniawan, A. R. (2020). Pemanfaatan portal rumah belajar Kemendikud sebagai model pembelajaran daring di sekolah dasar. Adi Widya: Journal Pendidikan Dasar, 5(1), 61-68. http://dx.doi.org/10.25078/aw.v5i1.1306.
Yu, B. (2019). The predicting roles of approaches to learning, L2 learning motivation, L2 learning strategies and L2 proficiency for learning outcomes: A comparison between Mainland and Hong Kong Chinese students. Educational Studies, 45(4), 520-532. https://doi.org/10.1080/03055698.2018.1509775.
Yulia, H. (2020). Online learning to prevent the spread of pandemic corona virus in Indonesia. Eternal (English Teaching Journal), 11(1), 48-56. https://doi.org/10.26877/eternal.v11i1.6068.
You, C. J., & Dörnyei, Z. (2016). Language learning motivation in China: Results of a large-scale stratified survey. Applied Linguistics, 37(4), 495-516.
Zanghar, A. (2012). Instrumental and Integrative Motivation among Undergraduate Libyan Students of English as a Foreign Language. Colorado: Colorado State University.
Zhang, H., Dai, Y., & Wang, Y. (2020). Motivation and second foreign language proficiency: The mediating role of foreign language enjoyment. Sustainability, 12(1302), 1-13. https://doi.org/10.3390/su12041302.
Downloads
Published
Issue
Section
License
Copyright (c) 2021 Eisha Jamila Qomariyah Ikhwan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License - Share Alike that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
b. 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.
c. 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.
USER RIGHTS
All articles published Open Access will be immediately and permanently free for everyone to read and download. We are continuously working with our author communities to select the best choice of license options, currently being defined for this journal as follows: Creative Commons Attribution-Share Alike (CC BY-SA)
