Motivation and Foreign Language Learning: Exploring the Rise of Motivation Strategies in the EFL Classroom

Abstract

Students facing difficulties in learning English because of a range of factors and issues are often demotivated to learn. This has a direct impact on the entire learning process. Research into motivation in the EFL classroom has discovered that certain strategies can encourage learners to think more positively and thus be more motivated in their language learning process. This paper critically discusses types of motivation strategies in the EFL classroom and their increase in popularity. Following this, it critically considers ways in which motivation strategies are still lacking and hence presents some approaches to better promote these from the perspective of students, teachers and policy makers. Along with providing specific recommendations for further research on L2 motivation, the paper concludes by calling on for adopting a range of motivational strategies that can improve student foreign language learning.

Scrutiny on Indonesian EFL Teachers’ Willingness to Understand and Implement the TPACK in VLE

“…Limited studies investigate teachers' self-concept (Low et al, 2019) and those research above didn't reveal that how the EFL teachers' willingness to add their understanding and implementing the TPACK quantitatively. On the other hand, it is worthwhile to investigate how TPACK implementation and comprehension are linked to EFL teachers' willingness to participate in this hard VLE, as stated that is a good choice to play a role in discovering what variables can motivate teachers to face a problem (Alshenqeeti, 2018;Barni et al, 2019) . As a result, it becomes appropriate to discuss the willingness prerequisites that may have an impact on the rapidly growing VLE.…”

Transitivity Analysis of EFL Students’ Narrative Text in Vocational High School

“…The relationship between concepts is referred to as logical meaning. As an interpersonal metafunction, language is connected to language to urge us to interact with others in conversation, play roles, transmit and understand emotion, conduct, and viewpoints (Alshenqeeti, 2018;Maican & Cocoradă, 2021;Mohammadi et al, 2020;Singh et al, 2020). Interpersonal meaning includes contact, indicating how our protective contribution evolves into and encodes beliefs about responsibility (Timmermans et al, 2019;Wonodipho, 2019).…”

Foreign student guest lecture and Indonesian EFL students' motivation in cross-culture understanding course

“…Intrinsic motivation is a strong will to act from within the (internal) individual or a person (Alshenqeeti, 2018;Astuti, 2013). The stronger the intrinsic motivation a person has, the more likely they tried best to achieve goals.…”

“…Students' lack of motivation in learning is a problem that needs to be solved and is a common problem faced by teachers/faculty members (Astuti, 2013;Dörnyei, 2001). This problem could prevent students from achieving the class learning objectives because they are not fully engaged in the process of learning (Alshenqeeti, 2018). In addition, students are less motivated to learn because of teachers' lack of skill, or their classroom learning activities are tedious and unrewarding (Good & Brophy, 1994).…”