Indonesian Pre-Service EFL Teachers’ Attitudes and Motivation Toward English Language Learning
https://doi.org/10.30605/onoma.v9i1.2572
Keywords:
English as a foreign language; Indonesia; language attitude; learning motivation; pre-service teacher.Abstract
Students' attitude towards language has an impact on their learning of English as a foreigner language (EFL). The significance of this language attitude cannot be overstated and may serve as a decisive factor in achieving success, alongside the learning motivation. One's language attitude is influenced by a range of factors, such as educational factors, social factors, and learner personality characteristics, among others. The objective of this investigation is to examine the perspectives of EFL pre-service teachers regarding the English language and their impetus for acquiring proficiency in English. An online survey was conducted using a Likert scale questionnaire to gather data from 80 Indonesian university students (18 males and 62 females) majoring in English education. The collected data is subsequently subjected to both qualitative and quantitative descriptive analysis. The study's findings indicate that non-native Indonesian pre-service EFL teachers exhibit a favorable attitude towards the English language and its learning. This research has revealed that pre-service teachers exhibit a strong inclination towards instrumental motivation, indicating a positive level of motivation. This study anticipates that forthcoming advancements can enhance the process of learning by aligning it with the pertinent methodology.
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References
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Darvin, R., & Norton, B. (2023). Investment and motivation in language learning: What’s the difference? In Language Teaching (Vol. 56, Issue 1, pp. 29–40). Cambridge University Press. https://doi.org/10.1017/S0261444821000057
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Ferrer, J., Ringer, A., Saville, K., A Parris, M., & Kashi, K. (2022). Students’ motivation and engagement in higher education: the importance of attitude to online learning. Higher Education, 83(2), 317–338. https://doi.org/10.1007/s10734-020-00657-5
Filgona, J., Sakiyo, J., Gwany, D. M., & Okoronka, A. U. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 16–37. https://doi.org/10.9734/ajess/2020/v10i430273
Finegan, E. (2014). Language: Its structure and use. Cengage Learning.
Fishbach, A., & Woolley, K. (2022). The structure of intrinsic motivation. Annual Review of Organizational Psychology and Organizational Behavior, 9, 339–363.
Fithriani, R. (2018). Cultural influences on students’ perceptions of written feedback in L2 writing. Journal of Foreign Language Teaching and Learning, 3(1), 1–13.
Fithriani, R., Hz, B. I. R., & br Ginting, R. S. (2023). “Publish or no degree”: Cultivating a scholarly writing Group for Indonesian Master’s students of English education. Englisia: Journal of Language, Education, and Humanities, 10(2).
Fithriani, R., & Salmiah, M. (2022). Demystifying international publications: A structured training model to facilitate UIN SU lecturers. Jurnal Ilmu Pendidikan, 28(2), 44–56.
Frazier, S. (2001). Teaching by principles: an interactive approach to language pedagogy. JSTOR.
Gardner, R. C. (2006). Motivation and Attitudes in Second Language Learning. In Encyclopedia of Language & Linguistics (pp. 348–355). https://doi.org/10.1016/B0-08-044854-2/00625-8
Gardner, R. C. (2019). The Socio-educational Model of Second Language Acquisition. In M. Lamb, K. Csizér, A. Henry, & S. Ryan (Eds.), The Palgrave Handbook of Motivation for Language Learning (pp. 21–37). Springer International Publishing. https://doi.org/10.1007/978-3-030-28380-3_2
Gardner, R. C., & Lambert, W. E. (1972). Attitudes and motivation in second-language learning.
Garvin Mathiot. (1968). Readings in the Sociology of Language (J. A. Fishman, Ed.). De Gruyter Mouton. https://doi.org/doi:10.1515/9783110805376
Geddes, A. J. (2016). Korean University Students’ Attitudes and Motivation towards Studying English. Universal Journal of Educational Research, 4(4), 704–715. https://doi.org/10.13189/ujer.2016.040407
Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1738184
Hava, K. (2021). Exploring the role of digital storytelling in student motivation and satisfaction in EFL education. Computer Assisted Language Learning, 34(7), 958–978.
Hedman, C., & Magnusson, U. (2022). Performative functions of multilingual policy in second language education in Sweden. International Journal of Bilingual Education and Bilingualism, 25(2), 452–466. https://doi.org/10.1080/13670050.2019.1693956
Hudson, G. (1999). Essential introductory linguistics. Wiley-Blackwell.
Hym, C., Dumuids, M.-V., Anderson, D., Forma, V., Provasi, J., Brière-Dollat, C., Granjon, L., Gervain, J., Nazzi, T., & Barbu-Roth, M. (2020). Newborns modulate their crawling in response to their native language but not another language. https://doi.org/10.1111/desc.13248ï
Jena, R. K. (2020). Measuring the impact of business management Student’s attitude towards entrepreneurship education on entrepreneurial intention: A case study. Computers in Human Behavior, 107, 106275. https://doi.org/https://doi.org/10.1016/j.chb.2020.106275
Jiang, Y., & Dewaele, J.-M. (2019). How unique is the foreign language classroom enjoyment and anxiety of Chinese EFL learners? System, 82, 13–25. https://doi.org/https://doi.org/10.1016/j.system.2019.02.017
Kaid Mohammed Ali, J., & Rashad Ali Bin-Hady, W. (2019). A Study of EFL Students’ Attitudes, Motivation and Anxiety towards WhatsApp as a Language Learning Tool. Arab World English Journal, 5, 289–298. https://doi.org/10.24093/awej/call5.19
Khan, T., Johnston, K., & Ophoff, J. (2019). The Impact of an Augmented Reality Application on Learning Motivation of Students. Advances in Human-Computer Interaction, 2019, 7208494. https://doi.org/10.1155/2019/7208494
Khurana, D., Koli, A., Khatter, K., & Singh, S. (2023). Natural language processing: state of the art, current trends and challenges. Multimedia Tools and Applications, 82(3), 3713–3744. https://doi.org/10.1007/s11042-022-13428-4
Kong, Y. (2021). The Role of Experiential Learning on Students’ Motivation and Classroom Engagement. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.771272
Le, X. M., & Le, T. T. (2022). Factors Affecting Students’ Attitudes towards Learning English as a Foreign Language in a Tertiary Institution of Vietnam. International Journal of TESOL & Education, 2(2), 168–185. https://doi.org/10.54855/ijte.22229
Lee, Y.-F., Hwang, G.-J., & Chen, P.-Y. (2022). Impacts of an AI-based chabot on college students’ after-class review, academic performance, self-efficacy, learning attitude, and motivation. Educational Technology Research and Development, 70(5), 1843–1865. https://doi.org/10.1007/s11423-022-10142-8
List, J.-M. (2022). Evolutionary Aspects of Language Change.
Liu, D., Yan, Y., Gong, Y., Qi, W., Zhang, H., Jiao, J., Chen, W., Fu, J., Shou, L., Gong, M., Wang, P., Chen, J., Jiang, D., Lv, J., Zhang, R., Wu, W., Zhou, M., & Duan, N. (2020). GLGE: A New General Language Generation Evaluation Benchmark. http://arxiv.org/abs/2011.11928
Macnamara, J. (1973). Attitudes and learning a second language (WS Roger & WF Ralph, Eds.). Georgetown University Press.
Mayo Torres, J., & Olario Alieto, E. (2019). English Learning Motivation and Self-Efficacy of Filipino Senior High School Students Language and Culture View project Humor Studies View project English Learning Motivation and Self-Efficacy of Filipino Senior High School Students. In Article in Asian EFL Journal. https://www.researchgate.net/publication/336286588
McKeown, D., Wijekumar, K., Owens, J., Harris, K., Graham, S., Lei, P., & FitzPatrick, E. (2023). Professional development for evidence-based SRSD writing instruction: Elevating fourth grade outcomes. Contemporary Educational Psychology, 73, 102152. https://doi.org/https://doi.org/10.1016/j.cedpsych.2023.102152
Menon, P., K H, A., & Samaddar, K. (2021). Towards Globalisation of B-Schools: Best Practices for Sustainable Higher Education. International Journal of Business and Globalisation, 1, 1. https://doi.org/10.1504/IJBG.2021.10034688
Meşe, E., Sevilen, Ç., & Info, A. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology & Online Learning, 4(1), 11–22. https://doi.org/10.31681/jetol.817680
Pak, K., Kooij, D. T. A. M., De Lange, A. H., & Van Veldhoven, M. J. P. M. (2019). Human Resource Management and the ability, motivation and opportunity to continue working: A review of quantitative studies. Human Resource Management Review, 29(3), 336–352. https://doi.org/https://doi.org/10.1016/j.hrmr.2018.07.002
Parmaxi, A. (2023). Virtual reality in language learning: a systematic review and implications for research and practice. Interactive Learning Environments, 31(1), 172–184. https://doi.org/10.1080/10494820.2020.1765392
Rafiola, R., Setyosari, P., Radjah, C., & Ramli, M. (2020). The effect of learning motivation, self-efficacy, and blended learning on students’ achievement in the industrial revolution 4.0. International Journal of Emerging Technologies in Learning (IJET), 15(8), 71–82.
Ranjan, P., Church, S. P., Floress, K., & Prokopy, L. S. (2019). Synthesizing Conservation Motivations and Barriers: What Have We Learned from Qualitative Studies of Farmers’ Behaviors in the United States? Society & Natural Resources, 32(11), 1171–1199. https://doi.org/10.1080/08941920.2019.1648710
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860.
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Published
2023-05-21
How to Cite
Nur Khofifah Harahap, & Rahmah Fithriani. (2023). Indonesian Pre-Service EFL Teachers’ Attitudes and Motivation Toward English Language Learning. Jurnal Onoma: Pendidikan, Bahasa, Dan Sastra, 9(1), 674–689. https://doi.org/10.30605/onoma.v9i1.2572
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