Uncovering EFL learners’ demotivation towards English online learning during the Covid-19 pandemic in Indonesia

Abstract

Online learning during the Covid-19 pandemic has demotivated Indonesian tertiary EFL students to learn English, which affected their English performance and achievement. This article ferrets out the features of the EFL students’ demotivation, the factors affecting their demotivation, the solution to reduce their demotivation, and the implication of their demotivation towards their English performances and achievement. The data for this descriptive quantitative research were collected through an online open-ended questionnaire to the EFL students of two Islamic state colleges in East Java, Indonesia. The questionnaire was distributed when the Covid-19 pandemic was still at its peak. There were 71 out of 76 respondents who completed the questionnaire claimed to experience demotivation with online learning mode. The data from those 71 respondents were then analyzed descriptively. The results of this study indicate that online learning experiences were found to be the main factor that affected their demotivation. This was further evident in their English performance and achievement. Meanwhile, the aspects of teachers, online learning infrastructures, family, and student-related demotivators contributed to conducting effective online learning. This study utilized qualitative data from the learners’ perspective so that further studies which take a different perspective, such as family, teachers, lecturers, and policymakers, would enrich these findings.

Learning Climate Support and EFL Students’ Autonomy and Motivation in Online Learning in Indonesia

“…A subsequent survey conducted by this study after the peak of the COVID-19 pandemic, when students had returned to university, did not show any significant instances of demotivation among the participants. The two different findings of Iftanti et al (2023) and this study on EFL students' amotivation in two different time settings can indicate successful adaptation to online learning.…”

“…Iftanti et al, 2023, p. 104). While Iftanti et al (2023) found demotivation students at the university level, Nuzulia and Kepirianto (2020, p. 272) showed similar experiences among Junior high school (SMP) students who were passive and afraid of speaking English. The successful adaptation was indicated by the increased motivation of students to attend online learning when the survey was conducted after the students returned to offline classes.…”

“…COVID-19 has laid a foundation for online learning in education despite its massive impacts on social, health, and economic spheres. Norwanto, N., Miftachudin, M., Learning Climate Support and EFL Students' Autonomy and Motivation in Online Learning in Indonesia | 85 Iftanti et al (2023) found that learning climate support, such as teachers and infrastructure, contributed to conducting effective online learning.…”

“…Meanwhile, the Indonesian Ministry of Education reported a learning loss in literacy (Kemdikbud, 2021), and students' literacy levels have declined. Furthermore, a recent study evaluating motivation levels showed that individuals learning English as a Foreign Language (EFL) experienced a sense of demotivation during online learning sessions (Iftanti et al, 2023). The study approached students' demotivation using Dörnyei and Ushioda's theory ( 2011) with an openended questionnaire.…”

“…The result obtained during the peak season of the COVID-19 pandemic found that online learning experiences were the main factor affecting EFL students' demotivation in learning English. Furthermore, Iftanti et al (2023) stated some factors affecting the learning procedures: teachers, infrastructures, family, and student-related demotivators.…”