The Effect of Multilingual Awareness on Indonesian EFL Pre-Service Teachers' Teaching Motivation

Abstract

The existing literature indicates the crucial role of multilingual awareness and motivation in enhancing the teaching quality of EFL pre-service teachers in multilingual classrooms. In this chapter, we report a study on the potential influence of teachers' multilingual awareness on their teaching motivation in Indonesian multilingual settings. Surveying 395 EFL school pre-service teachers across Indonesian provinces, we conducted a Rasch-based multiple regression analysis of 235 valid responses. The findings reveal a high level (47.6%) of multilingual awareness. The findings also indicate a significant correlation between multilingual awareness, demographic background, and teaching motivation, unveiling nuanced variations based on age, gender, and teaching practicum experiences. Younger and experienced teachers exhibit higher motivation in specific dimensions. The results underscore the imperative need for teacher education programs addressing multilingual awareness and comprehending diverse factors influencing teaching motivation.