Email this article Motivating English Language Learners and Teachers in Indonesia
Abstract
Motivation has been long believed to be an essential contributor to students’ success in learning English. Many studies (e.g., Gbollie & Keamu, 2017; Wang, 2008; Zhang & Xiao, 2006) have been dedicated to investigating the relationship between motivation and success in learning English. While these studies have contributed to shedding light on the importance of motivation on students’ achievement in learning English, insufficient research has been conducted to address the concept of motivation itself, how the concept has evolved since the first time it was developed, and to what extent motivation affects both teachers and students’ performances at school. Owing to this fact, the present article seeks to discuss the notion and conceptualization of motivation by following several steps. First, the present paper took on arguments from prominent figures on the field of motivation to explore the essence of motivation and why it is essential for English as second or foreign language (ESL/EFL) learning. The conversation then built on the current theoretical framework of types and factors influencing student and teacher motivation. Following that, a plethora of discussions on the possible ways to increase student and teacher enthusiasm and motivation inside EFL classrooms were elaborated.
Keywords
Full Text:
PDFReferences
Abdullah, M. Y., Bakar, N. R., & Mahbob, M. H. (2012). Student’s participation in classroom: What motivates them to speak up? Procedia-Social and Behavioral Science, 516–522.
Acton, R., & Glasgow, P. (2015). Teacher wellbeing in Neoliberal contexts: A review of the literature. Australian Journal of Teacher Education, 40(8), 99–114.
Barrs, J. (2005). Factors contributed by community organisations to the motivation of teachers in rural Punjab, Pakistan, and implications for the quality of teaching. International Journal of Educational Development, 25(3), 333–348.
Bećirović, S., & Hurić – Bećirović, R. (2017). The role of age in students’ motivation and achievement in learning English as a Second Language. JoLIE Journal, 10(1), 23–35.
Boekaerts, M., & Corno, L. (2005). Self-Regulation in the classroom: A perspective on assessment and intervention. Applied Psychology: An International Review, 54(2), 199–231.
Boyatzis, R. E., & Akrivou, K. (2006). The ideal self as the driver of intentional change. Journal of Management Development, 25(7), 624–642.
Bradley, C. A. (2010). Exploring relationships between EFL teacher motivation, meaningful content, and learner motivation. Journal of the Faculty of Global Communication, 11, 1–10.
Bursalı, N., & Öz, H. (2017). The relationship between ideal L2 self and willingness to communicate inside the classroom. International Journal of Higher Education, 6(4), 229–239.
Butler, R. (2007). Teachers’ achievement goal orientations and associations with teachers’ help seeking: Examination of a novel approach to teacher motivation. Journal of Educational Psychology, 99(2), 241–252.
Chen, J. F., Warden, C. A., & Chang, H. T. (2005). Motivators that do not motivate: the case of chinese EFL learners and the influence of culture and motivation. TESOL Quarterly, 39(4), 609–633.
Cooper, J. M. (1984). Plato’s Theory of Human Motivation. Histoy of Human Philosophy Quarterly, 1(1), 3–21.
Cooper, P., & McIntyre, D. (1996). Effective teaching and learning: Teachers’ and students’ perspective. Open University Press.
Covington, M. V. (2008). The will to learn: A guide for motivating young people. Cambridge University Press.
Crookes, G. (1997). SLA and language pedagogy: A socioeducational perspective. Studies in Second Language Acquisition, 19(1), 93–116.
Dornyei, Z. (2011). Teaching and researching motivation. Longman.
Dörnyei, Z. (1994). Motivation and motivating in the foreign
language classroom. The Modern Language Journal, 78(3), 273–284.
Dörnyei, Z. (2001). Motivational strategies in the language classroom. Cambridge University Press.
Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, language attitudes and globalisation: A Hungarian perspective. Multilingual Matters.
Feldman, R. S. (2010). Understanding Psychology. McGraw-Hill Higher Education.
Gardner, R. C. (1985a). Social Psychology and Second Language Learning: The role of attitude and motivation. Edward Arnold.
Gardner, R. C. (1985b). The Attitude/Motivation Test Battery Technical Report. University of Western Ontarion.
Gbollie, C., & Keamu, H. P. (2017). Student academic performance: The role of motivation, strategies, and perceived factors hindering liberian junior and senior high school students learning. Hindawi Education Research International, 1–11.
Giampapa, F., & Canagarajah, S. (2017). Skilled migration and global English. Globalisation, Societies and Education, 15(1), 1–4.
Griffin, E. A. (1994). First look at Communication Theory. McGraw-Hill Publishing Company.
Ho, J. (2019). Gamifying the flipped classroom: How to motivate Chinese ESL learners? Innovation in Language Learning and Teaching, 1–5.
Ichikawa, S. (2001). Manabuiyokunoshinrigaku (Psychology of learning motivation). PHP Institute.
Johnson, K. E. (2000). Innovations in TESOL teacher education: A quiet revolution. In K. E. Johnson (Ed.), Teacher Education-Case Studies in TESOL Practice Series (pp. 1–7). Teachers of English to Speakers of Other Languages.
Jongmans, C. T., Beijaard, D., & Biemans, H. J. (1998). Teachers’ involvement in school policy-making and the effectiveness of schools’ in-service training policy: Results of a Dutch study. Teacher Development, 2(1), 59–73.
Kormos, J., & Csizér, K. (2014). The interaction of motivation, self-regulatory strategies, and autonomous learning behaviour in different learner groups. TESOL Quarterly, 48(2), 275–299.
Kubanyiova, M. (2009). Possible selves in language teacher development. In Z. Dornyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 314–332). Multilingual Matters.
Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. TESOL Journal, 41(4), 757–780.
Mahadi, T., & Jafari, S. (2012). Motivation, its type, and its impacts in language learning. International Journal of Business and Social Science, 3(24), 230–235.
Mahmoodi, M. H., Kalantari, B., & Ghaslani, R. (2014). Self-regulated learning, motivation and language achievement of Iranian EFL learners. Procedia-Social and Behavioral Sciences, 1062–1068.
Markus, H., & Nurius, P. (1986). Possible selves. American Psychologist, 41(9), 954–969.
McCallum, F., & Price, D. (2010). Well teachers, well students. Journal of Student Wellbeing, 4(1), 19–34.
Mesthrie, R., & Bhatt, R. M. (2008). World Englishes: The study of new linguistic varieties. Cambridge University Press.
Najeeb, S. S. (2013). Learner autonomy in language learning. Procedia-Social and Behaviour Science, 1238–1242.
Namaziandost, E., Neisi, L., Kheryadi., & Nasri, M. (2019). Enhancing oral proficiency through cooperative learning among intermediate EFL learners: English learning motivation in focus. Cogent Education, 6(1), 1–15.
Nias, J. (1981). Teacher satisfaction and dissatisfaction: Herzberg’s two-factor hypothesis revisited. British Journal of Sociology of Education, 2(3), 235–246.
Noels, K. A., Pelletier, L. G., Clément, R., & Vallerand, R. J. (2000). Why are you learning a second language? Motivational Orientation and Self-Determination Theory. Language Learning, 50(1), 57–85.
Osman, A. A. (2013). Freedom in teaching and learning. International Journal of Humanities and Social Science, 3(2), 142–149.
Pennycook, A. (1994). The cultural politics of English as an international language. Pearson Education.
Pintrich, P. R. (2000). The role of goal orientation in self-regulated learning. In M. Boekaerts, P. R. Pintrich, & M. Zeidner (Eds.), Handbook of Self-Regulation (pp. 451–502). Academic.
Pintrich, P., & Schunk, D. (2000). Motivation in education: Theory, research and applications. Upper Saddle.
Schunk, D. H. (2005). Self-Regulated Learning: The educational legacy of Paul R. Pintrich. Educational Psychologist, 40(2), 85–94.
Seker, M. (2016). The use of self-regulation strategies by foreign language learners and its role in language achievement. Language Teaching Research, 20(5), 600–618.
Smith, R. (2008). Key concepts in ELT. ELT Journal, 62(4), 395–397.
Syamananda, P. (2017). Factors affecting EFL teachers’ motivation in Thai university: a case study of EFL teachers at tertiary level. LEARN Journal: Language Education and Acquisition Research Network Journal, 10(2), 120–131.
Synder, H. (2019). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333–339.
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system among Japanese, Chinese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity, and the L2 Self (pp. 66–97). Multilingual Matters.
Takahashi, T. (2018). Motivation of students for learning English in Rwandan schools. Issues in Educational Research, 28(1), 168–186.
Tranfield, D., Denyer, D., & Smart, P. (2003). Towards a methodology for developing evidence‐informed management knowledge by means of systematic review. British Journal of Management, 14(3), 207–222.
Ushioda, E. (2011). Motivating learners to speak as themselves. In G. Murray, X. Gao, & T. Lamb (Eds.), Identity, Motivation, and Autonomy in Language Learning (pp. 11–24). Multilingual Matters.
Ushioda, E., & Dörnyei, Z. (2009). Motivation, language identities and the L2 self: A theoretical overview. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 1–8). Multilingual Matters.
Wang, F. (2008). Motivation and English achievement: An Exploratory and Confirmatory Factor Analysis of a new measure for Chinese students of English learning. North America Journal of Psychology, 10(3), 633–646.
Webster, J., & Watson, R. T. (2002). Analyzing the past to prepare for the future: Writing a literature review. Management Information Systems Quarterly, 26(2), 13–23.
Weiner, B., & Peter, N. (1973). A Cognitive-Development Analysis of achievement and moral judgment. Developmental Psychology, 9(3), 290–309.
Weisz, J. R. (1980). Developmental change in perceived control: Recognizing noncontigency in the laboratory and perceiving it in the world. Developmental Psychology, 16(5), 385–390.
Wigfield, A., Zusho, A., & De Groot, E. V. (2005). Introduction: Paul R. Pintrich’s contribution to Educational Psychology: An enduring legacy. Educational Psychologist, 40(2), 67–74.
Yashima, T. (2009). International posture and the ideal L2 self in the Japanese EFL context. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 144–163). Multilingual Matters.
Zhang, L. J., & Xiao, Y. (2006). Language learning strategies, motivation EFL proficiency: A study of Chinese tertiary level non-english majors. Asian Englishes, 9(2), 20–47.
Zimmerman, B. J. (1989). Models of Self-Regulated Learning and academic achievement. In B. J. Zimmerman & D. H. Schunk (Eds.), Self-Regulated Learning and Academic Achievement: Theory, Research, and Practice (pp. 1–38). Springer-Verlag.
DOI: http://dx.doi.org/10.29300/ling.v6i2.3684
Copyright (c) 2020 Linguists : Journal Of Linguistics and Language Teaching
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
Linguists : Journal Of Linguistics and Language Teaching
Program Studi Tadris Bahasa Inggris, Gedung C.4.2
Fakultas Tarbiyah dan Tadris
UIN Fatmawati Sukarno Bengkulu
Jl.Raden Fatah, Pagar Dewa Kota Bengkulu, Bengkulu, Indonesia
Telp. (0736)51171,51172,51276 Fax.(0736) 51172
Website : http://iainbengkulu.ac.id/
Email : linguists@iainbengkulu.ac.id
INDEXED BY
