Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Agustrianti, Sawitri; Cahyono, Bambang Yudi; Laksmi, Ekaning Dewanti

doi:10.7575/aiac.ijalel.v.5n.4p.219

Cited by 7 publications

(5 citation statements)

References 37 publications

(31 reference statements)

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“…These findings were supported by Boström & Bostedt (2020), who discovered that motivation was essential for successful writing. These findings are also consistent with those of other studies that have shown that motivation plays an important role in EFL classes (Agustrianti, et al 2016;Nasihah & Cahyono, 2017;Nailufar, 2018;Jianfeng, 2018;Abas & Aziz, 2018;Al-Ta'ani, 2018;Nguyen & Walkinshaw, 2018;Elhawwa, 2019;Surastina & Dedi, 2018;Bai & Guo, 2019;Aspuri et al, 2019;Rathiga & Sarpparaje, 2019;Budiharto & Amalia, 2019;Nurbaety & Hartini, 2020;Samah, 2021;Abir & Shazed, 2022;Budiharto & Amalia, 2019;Wright, et al, 2020).…”

Section: Discussionsupporting

confidence: 91%

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

Sabarun,

Widiastuty,

Ajahari

et al. 2024

Multidiscip. Sci. J.

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The question of which motivation is more prevalent among learners has been heavily debated. This study aimed to determine the link between instrumental and integrative motivation and learners' writing performance. The participants were 75 L2 students from one of Palangka Raya's Islamic Institutes. The data were gathered via a questionnaire and writing. Normality, linearity, multicollinearity, elasticity, and autocorrelation were also calculated as assumption tests. Multiple linear regression was used in the analysis. The findings revealed that instrumental motivation (x2) contributed 70.15% to writing performance, while integrative motivation (x1) contributed 17.03%. The effective contribution was 87.00% in total. The r-square value was also 0.87. Instrumental (x1) and integrative (x2) motivations accounted for 87.00% of the variance in writing performance (y). Overall, motivation was found to significantly impact learners' writing performance (F= 244.87, p = 0.00). This indicated that learners with high instrumental and integrative motivation tend to perform well in writing. This meant that both motivation and writing performance were major predictors of learner performance. In L2 writing, instrumental motivation contributed more than integrative motivation. It was advised that lecturers provide more integrative incentives during the writing class learning process.

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Section: Discussionsupporting

confidence: 91%

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

Sabarun,

Widiastuty,

Ajahari

et al. 2024

Multidiscip. Sci. J.

View full text Add to dashboard Cite

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“…Thus, their motivation in learning the language is equal. This finding is compatible with the results of the studies conducted by (Agustrianti et al, 2016) in which they found that both of them inclined to have equivalence motivation in learning English. However, the findings is not similar to the findings of (Öztürk & Gürbüz, 2013).…”

Section: The Differences Between Gender In Motivation and Autonomysupporting

confidence: 92%

Indonesian EFL Learners’ Motivation and Autonomy

Melvina

2023

EHDJ

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A successful autonomous learner is usually influenced by numerous factors. Motivation is one of the main factors that have a connection and the greatest influence associated with it. The research focuses to scrutinize the link between motivation in learning and learner autonomy of Indonesian learners in learning English. It also aims to identify the significant difference between gender and degree level of study in motivation and autonomy. The investigation was conducted using a sample of forty university students from some provinces in Indonesia. The participants were given a questionnaire to assess their motivation in and autonomy in learning English. Pearson’s Product-Moment Correlation and independent-samples T-test were operated in analyzing the data gotten. The statistical analysis results revealed a positive correlation between learning motivation and learner autonomy. It also found that insignificant difference between male and female and between undergraduate and postgraduate learners in motivation and autonomy. The result of the research recommends the vigorous role of motivation and autonomy in teaching English, especially in the EFL context. They should have plenty of attention, as they may direct to more efficacious pedagogy.

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“…This study backs another research by Ryan and Deci (2000) that found that students' motivation influences their writing ability. The study supports the findings of another investigation by Agustrianti et al (2016), which asserts that Indonesian EFL students' reading and writing skills improved with increased motivation to learn English. To the best of the researchers' knowledge, there have not been any studies that have offered contradictory findings about the motivation of a specific gender, i.e., male.…”

Section: Researchsupporting

confidence: 88%

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

Mohammad,

Nazim,

Alzubi

et al. 2023

WJEL

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Paraphrasing, being an essential component of academic writing skills, poses a challenge for EFL students. It requires motivation through integration of technology and artificial intelligence-mediated tool like QuillBot to address the issue. QuillBot, the online artificial intelligence tool, has the potential to assist and motivate students to improve their paraphrasing skills. This study, to address the scarcity of the available literature especially in Najran University context, aims to examine EFL students' motivation using QuillBot to improve their paraphrasing skills. To achieve the study objectives, the descriptive-diagnostic research design was followed. One hundred two students registered in Technical Writing course were the participants to respond to a questionnaire and semi-structured interview questions. The study explores whether there is any significant difference in the participants’ responses in terms of their gender. The results revealed that QuillBot highly motivated students to improve their paraphrasing skills from their point of view. Also, it was shown that gender influenced the respondents' answers in favor of females. Additionally, the content analysis showed that technology-mediated classrooms, personal digital gadgets, easy access to software and internet applications, proper guidance (how to use the AI tool to solve the paraphrasing exercises of the syllabus) to use AI etc. are factors that highly motivate EFL students to utilize QuillBot in improving their paraphrasing skills. The potential implications of these resources are to make writing classes more enjoyable, engaging, interactive, productive, and lively for students. Based on the findings, the study suggests EFL teachers use QuillBot to enhance paraphrasing skills, inspire students, adapt teaching methods to technology, while future research is recommended to explore essay and summary writing.

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Indonesian EFL Students’ Motivation in English Learning and their Literacy Skills across Gender

Cited by 7 publications

References 37 publications

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

The relationship between Instrumental and Integrative Motivation on the Students’ Writing Ability

Indonesian EFL Learners’ Motivation and Autonomy

Examining EFL Students' Motivation Level in Using QuillBot to Improve Paraphrasing Skills

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