English for Da'wah? L2 motivation in Indonesian pesantren schools

Farid, Achmad; Lamb, Martin

doi:10.1016/j.system.2020.102310

Cited by 31 publications

(35 citation statements)

References 29 publications

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“…However, there is scarcely any study that examines the relationship between L2MSS, international posture, and L2 proficiency simultaneously. Moreover, despite a widespread investigation into L2 motivation in a range of socio-cultural contexts including China [19][20][21][22], Korea [17,[23][24][25], Japan [5,16,26], Pakistan [27], Saudi Arabia [28], Iran [10,[29][30][31], Indonesia [32,33], Hungary [10,34,35], Spain [36,37] and Chile [18,38], it seems that the attention paid to China, the second-largest economy in the world with more than 390 million EFL learners [39], is not proportional, especially in the COVID-19 era. Since context plays a significant role in motivation [8,10,32], it necessitates studying this specific spatio-temporal context.…”

Section: Introductionmentioning

confidence: 99%

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

2022

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The L2 motivation self system (L2MSS) has been extensively researched in a variety of contexts, but few studies have delved into its relationship with international posture and the sustainable development of L2 proficiency in the COVID-19 era. To address this issue, we surveyed 156 English majors in China and analyzed their response data with structural equation modelling. The results show that the ideal L2 self positively predicts the L2 learning experience, while the ought-to L2 self has a negative predictive power. The international posture exerts a positive influence on the ideal L2 self and L2 experience, and a negative insignificant influence on the ought-to L2 self. The L2 experience and ideal L2 self have a positive influence on L2 proficiency, while the ought-to L2 self has a negative influence. Our results not only contribute to the generalizability of L2MSS but also deepen the understanding of possible contextual variations of L2 motivation, as well as the uniqueness in the sustainable development of English majors in China during the COVID-19 pandemic.

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Section: Introductionmentioning

confidence: 99%

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

2022

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“…Regarding how the ability to direct oneself in accordance with the decisions that have been taken. As follows: The counseling guidance teacher gives each individual an understanding of what he or she will take, if the decision is wrong then the next thing is to correct it and provide motivation (Farid & Lamb, 2020;Muazza, 2021). For example, there are students who want to join individual organizations who are expected to join intra-school organizations, so here the teacher provides group services about one day there will be time to join organizations at a higher level of education.…”

Section: Discussionmentioning

confidence: 99%

Improving Student Achievement Through Group Guidance Services with Self-Management Techniques

Lubis

Daulay

Zainuddin

2022

NJMPI

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The purpose of this article was to find out group guidance services with self-management techniques in improving the learning achievement of class X aliyah students at the AL-Muhlisin Islamic boarding school Batubata for the 2020/2021 academic year. The method used in this research is descriptive research method. The objects in this study were 5 students of class X-1 Madrasah Aliyah who were lacking in learning achievement. The sample used is class X-I students. Instrumentation of data collection in this study using observation, interviews, and documentation. Data analysis techniques in this study are data collection, data reduction, data presentation and drawing conclusions. The conduct of group guidance with self-management techniques to improve the learning achievement of class X aliyah students at the Al-Mukhlisin Batubara Islamic boarding school for the 2020/2021 academic year, has succeeded in increasing student learning achievement, this can be seen by the increase in student values and knowledge when in teaching and learning activities, so it can be concluded that group guidance with self-management techniques is very effective in improving student achievement in class X-I aliyah at the Al-Mukhlisin Batubara Islamic boarding school for the 2020/2021 academic year.

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“…Prior studies have revealed the variety of learners’ L2 motivation in naturalistic-school settings ( Ushioda, 2011 ; Henry and Cliffordson, 2017 ), rural–urban social contexts ( You and Dörnyei, 2016 ; Li et al, 2018 ), and different nations ( Taguchi et al, 2009 ; Yashima et al, 2017 ; Liu and Thompson, 2018 ; Farid and Lamb, 2020 ). For instance, studies indicated that the ought-to L2 self can be particularly significant in Asian countries such as Iran and China, where collectivism was dominant, and families tend to exert great impact on individuals’ motivation ( Lockwood et al, 2005 ).…”

Section: Literature Reviewmentioning

confidence: 99%

“…Being motivated (or not) can make all the difference in how successfully individuals learn an L2 and benefit from overseas studying experiences. However, the majority of the existing relevant studies tend to use the study abroad context as a categorical label opposed to at-home ( Taguchi, 2018 ), by measuring either isolated individual or contextual variables in relation to L2 motivation at the expense of the other meaningful influential variables and comparing a group of learners in a study abroad context with their counterparts in a domestic setting ( Farid and Lamb, 2020 ). These studies showed limited concern with what actually goes on with learners’ L2 motivation in a study abroad context, and therefore have not been able to allow a comprehensive understanding of the complex L2 motivation among overseas L2 learners who retain particular historical and individual contexts but are located in a milieu with increasing international mobility.…”

Section: Introductionmentioning

confidence: 99%

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

Yue

Zhao

et al. 2022

Front. Psychol.

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Motivation has been recognized as a vital component in successfully learning a second or foreign language. However, research on language learners’ motivation in a study abroad context requires more attention in an era in which international mobility is becoming a new normal. This study investigated 217 Chinese overseas university students’ L2 motivation during their one-year postgraduate study in the United Kingdom. by examining a range of motivational variables in relation to their motivated English language learning behaviors. Integrating results from both questionnaires and interviews from nine participating students, the study revealed that international posture showed the strongest positive power, followed by the ideal L2 self, in explaining the learners’ willingness to communicate, frequency of communication, and intended learning effort. Additionally, instrumentality and parental encouragement exerted prominent promotional influence in shaping their intended learning effort. However, the ought-to L2 self-displayed a significant negative impact on their L2 learning in this study abroad context, and the role of attitudes toward L2 speakers/community and culture was not evident in this case. The findings shed light on a more comprehensive understanding of L2 motivation in a study abroad context, and offer insightful implications for English as a Foreign Language education in cultivating language learners’ motivation to prepare for study abroad.

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English for Da'wah? L2 motivation in Indonesian pesantren schools

Cited by 31 publications

References 29 publications

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China

Improving Student Achievement Through Group Guidance Services with Self-Management Techniques

Toward a Better Understanding of Language Learning Motivation in a Study Abroad Context: An Investigation Among Chinese English as a Foreign Language Learners

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