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

Erna Iftanti, Imelda Imelda, Wisma Yunita

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.


Keywords


Covid-19 pandemic; EFL learners’ demotivation; EFL online learning

Full Text:

PDF

References


Adara, R. A. (2018). Demotivating factors of Indonesian college students to learn English as a foreign language. Sukma: Jurnal Pendidikan, 2(1), 1-24. https://doi.org/10.32533/02101.2018

Adara, R. A., & Najmudin, O. (2020). Analysis on the differences in EFL learners’ demotivating factors after Covid-19 pandemic. Ta’dib, 23(2), 225-236. http://dx.doi.org/10.31958/jt.v23i2.2373

Adara, R. A., Nuryadi, & Nasution, R. A. (2019). Investigating the difference in demotivation factors: A case study of two groups of Indonesian EFL learners. Journal of English Language Studies, 4(2), 212-225. http://dx.doi.org/10.30870/jels.v4i2.6228

Aguilera-Hermida, A. P. (2020). College students’ use and acceptance of emergency online learning due to COVID-19. International Journal of Educational Research Open, 1, 100011. https://doi.org/10.1016/j.ijedro.2020.100011

Alibakhshi, G., & Mohammadi, M. J. (2016). Synchronous and asynchronous multimedia and Iranian EFL learners’ learning of collocations. Applied Research on English Language, 5(2), 237-254. https://doi.org/10.22108/are.2016.20428

Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10.

Basri, M., Husain, B., & Modayama, W. (2020). University students’ perceptions in implementing asynchronous learning during Covid-19 era. Journal of English Language Literature and Teaching, 4(3), 263-276.

Cambridge Dictionary. (n.d.). Demotivation. In Dictionary.Cambrigde.org. Retrieved November 24, 2022, from https://dictionary.cambridge.org/dictionary/english/demotivation

Çankaya, P. (2018). Demotivation factors in foreign language learning. Journal of Foreign Language Education and Technology, 3(1), 1-17.

Carter Jr., R. A., Rice, M., Yang, S., & Jackson, H. A. (2020). Self-regulated learning in online learning environments: Strategies for remote learning. Information and Learning Sciences, 121(5/6), 321-329. https://doi.org/10.1108/ILS-04-2020-0114

Chambers, G. (1993). Taking the “de” out of demotivation. Language Learning Journal, 7(1),13-16. https://doi.org/10.1080/09571739385200051

Chung, E., & Mathew, V. N. (2020). Satisfied with online learning amidst COVID-19, but do you intend to continue using it? International Journal of Academic Research in Progressive Education and Development, 9(4), 67-77. https://doi.org/10.6007/IJARPED/v9-i4/8177

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: Motivation. Routledge.

Dziubata, Z. (2020). Distance English as a second language teaching in synchronous-asynchronous learning environment. Pedagogical Discourse, 28, 7-12. https://doi.org/10.31475/ped.dys.2020.28.01

Elashhab, S. (2020). Motivational teaching strategies within Saudi university EFL classrooms: How to improve students’ achievement? International Journal of Language and Literary Studies, 2(1), 124-141. https://doi.org/10.36892/ijlls.v2i1.173

Evans, M., & Tragant, E. (2020). Demotivation and dropout in adult EFL learners. TESL-EJ, 23(4), 1-20.

Famularsih, S. (2020). Students’ experiences in using online learning applications due to COVID-19 in English classroom. Studies in Learning and Teaching, 1(2), 112-121. https://doi.org/10.46627/silet.v1i2.40

Farjami, H., & Takhti, B. (2020). English learners’ and teachers’ preferred strategies to prevent demotivation. International Journal of Research in English Education, 5(1), 70- 84.

Gloria, G. G. (2020). Investigating demotivation in learning English among high school students in the Indonesian EFL context [Doctoral dissertation, Universitas Negeri Malang]. Repositori Universitas Negeri Malang. http://repository.um.ac.id/id/eprint/110104

Gonzalez-Ramirez, J., Mulqueen, K., Zealand, R., Silverstein, S., Mulqueen, C., & BuShell, S. (2021). Emergency online learning: College students’ perceptions during the Covid-19 pandemic. College Student Journal, 55(1), 29-46.

Han, T., Takkaç-Tulgar, A., & Aybirdi, N. (2019). Factors causing demotivation in EFL learning process and the strategies used by Turkish EFL learners to overcome their demotivation. Advances in Language and Literary Studies, 10(2), 56-65. https://doi.org/10.7575/aiac.alls.v.10n.2p.56

Haryanto, E., Makmur, M., Ismiyati, Y., & Aisyah, S. (2018). The demotivating factors of English language learning among Madrasah Tsanawiah students: The case of one Madrasah in Jambi city. Edukasi: Jurnal Pendidikan dan Pengajaran, 5(1), 6-21. https://doi.org/10.19109/ejpp.v5i1.2045

Hasan, N., & Khan, N. H. (2020). Online teaching-learning during Covid-19 pandemic: Students’ perspective. The Online Journal of Distance Education and e-Learning, 8(4), 202-213.

Hendrawaty, N. (2021). EFL undergraduate students’ perceptions of online learning applications during the COVID-19 outbreak. Jurnal Pendidikan dan Pengajaran, 54(1), 110-119. https://doi.org/10.23887/jpp.v54i1.31763

Jahedizadeh, S., Ghanizadeh, A., & Ghonsooly, B. (2016). The role of EFL learners’ demotivation, perceptions of classroom activities, and mastery goal in predicting their language achievement and burnout. Asian-Pacific Journal of Second and Foreign Language Education, 1(1), 1-17. https://doi.org/10.1186/s40862-016-0021-8

Jee, M. J., & Byun, J. H. (2020). Korean university EFL students’ motivation, demotivation, and attitudes toward learning English. Journal of Linguistics Studies, 25(1), 95-112. https://doi.org/10.21291/jkals.2020.25.1.6

Joosten, T., & Cusatis, R. (2020). Online learning readiness. American Journal of Distance Education, 34(3), 180-193. https://doi.org/10.1080/08923647.2020.1726167

Khouya, Y. B. (2018). Students demotivating factors in the EFL classroom: The case of Morocco. Advances in Language and Literary Studies, 9(2), 150-159. https://doi.org/10.7575/aiac.alls.v.9n.2p.150

Khusyabaroh, L., Widiati, U., & Anugerahwati, M. (2018). Demotivating factors in learning English: Students’ perceptions. Jurnal Pendidikan Humaniora, 6(3), 134-144.

Kikuchi, K. (2015). Demotivation in second language acquisition: Insights from Japan. De Gruyter Academic Publishing. https://doi.org/10.21832/9781783093953

Kim, S. H., & Shin, H. W. (2021). Second language learners’ self-efficacy and English achievement: The mediating role of integrative motivation. English Teaching & Learning, 45, 325-338. https://doi.org/10.1007/s42321-021-00083-5

Kim, T. Y., & Kim, Y. (2016). EFL learning demotivation in the Korean context: Similarities and differences across school levels. English Language & Literature Teaching, 22(1), 135-156.

Kim, T. Y., Kim, Y., & Kim, J. Y. (2018). A qualitative inquiry on EFL learning demotivation and resilience: A study of primary and secondary EFL students in South Korea. The Asia Pacific Education Researcher, 27(1), 55-64. https://doi.org/10.1007/s40299-017-0365-y

Kim, T. Y., & Seo, H. S. (2012). Elementary school students’ foreign language learning demotivation: A mixed methods study of Korean EFL context. Asia-Pacific Education Researcher, 21(1), 160-171

Krishnan, K. S. D., & Pathan, Z. (2013). Investigating demotivation in learning English: An extension to Sakai and Kikuchi’s (2009) framework. Advances in Language and Literary Studies, 4(2), 124-131. https://doi.org/10.7575/aiac.alls.v.4n.2p.124

Li, J., Wong, S. C., Yang, X., & Bell, A. (2020). Using feedback to promote student participation in online learning programs: Evidence from a quasi-experimental study. Educational Technology Research and Development, 68(1), 485-510. https://doi.org/10.1007/s11423-019-09709-9

Liu, C. (2020). Motivators for demotivators affecting EFL learners in Chinese secondary vocational school. English Language Teaching,13(4), 41-51. https://doi.org/10.5539/elt.v13n4p41

Martin, F., & Bolliger, D. U. (2018). Engagement matters: Student perceptions on the importance of engagement strategies in the online learning environment. Online Learning, 22(1), 205- 222. https://doi.org/10.24059/olj.v22i1.1092

Mauliya, I., Relianisa, R. Z., & Rokhyati, U. (2020). Lack of motivation factors creating poor academic performance in the context of graduate English department students. Linguists: Journal of Linguistics and Language Teaching, 6(2), 73-85. http://dx.doi.org/10.29300/ling.v6i2.3604

Memari, M. (2020). Synchronous and asynchronous electronic learning and EFL learners’ learning of grammar. Iranian Journal of Applied Language Studies (IJALS), 12(2), 89-114. https://doi.org/10.22111/ijals.2020.6043

Meşe, E., & Sevilen, Ç. (2021). Factors influencing EFL students’ motivation in online learning: A qualitative case study. Journal of Educational Technology and Online Learning, 4(1), 11-22.

Meshkat, M., & Hassani, M. (2012). Demotivating factors in learning English: The case of Iran. Procedia - Social and Behavioral Sciences, 31, 745–749. https://doi.org/10.1016/j.sbspro.2011.12.134

Miles, M. B., Huberman, A. M., & Saldaña, J. (2018). Qualitative data analysis: A methods sourcebook. Sage publications.

Minalla, A. A. (2022). From EFL teachers’ perspective: Impact of EFL learners’ demotivation on interactive learning situations at EFL classroom contexts. English Language Teaching, 15(3), 1-8. https://doi.org/10.5539/elt.v15n3p1

Molavi, A., Biria, R., & Chalak, A. (2018). Effect of teacher motivational practices and student demotivation on request and refusal speech acts produced by Iranian EFL learners. International Journal of Instruction, 11(3), 347-362. https://doi.org/10.12973/iji.2018.11324a

Nartiningrum, N., & Nugroho, A. (2020). Online learning amidst global pandemic: EFL students’ challenges, suggestions, and needed materials. English Franca: Academic Journal of English Language and Education, 4(2), 115-140. https://doi.org/10.29240/ef.v4i2.1494

Octaberlina, L. R., & Muslimin, A.I. (2020). EFL students’ perspective towards online learning barriers and alternatives using Moodle/Google Classroom during Covid-19 pandemic. International Journal of Higher Education, 9(6), 1-9. https://doi.org/10.5430/ijhe.v9n6p1

Pathan, Z. H., Ismail, S. A. M. M., & Fatima, I. (2020). English language learning demotivation among Pakistani university students: Do resilience and personality matter? Journal of Applied Research in Higher Education, 13(4), 1024-1042. https://doi.org/10.1108/JARHE-04-2020-0087

Perveen, A. (2016). Synchronous and asynchronous e-language learning: A case study of virtual university of Pakistan. Open Praxis, 8(1), 21–39. https://doi.org/10.5944/openpraxis.8.1.212

Rahman, K. (2020). Learning amid crisis: EFL students’ perception on online learning during Covid-19 outbreak. Eternal (English, Teaching, Learning and Research Journal), 6(2), 179-194. https://doi.org/10.24252/Eternal.V62.2020.A1

Sharififar, M., & Akbarzadeh, M. (2011). An analysis of demotivators in English classes for Iranian university. The Iranian EFL Journal, 28, 3-9.

Singh, V., & Thurman, A. (2019). How many ways can we define online learning? A systematic literature review of definitions of online learning (1988-2018). American Journal of Distance Education, 33(4), 289-306. https://doi.org/10.1080/08923647.2019.1663082

Soviana, A. (2018). Demotivation: The unseen side of vocational high school students’ motivation in learning English. Jurnal Pendidikan Humaniora, 6(1), 9-16.

Talpur, Q., Kakepoto, I., & Jalbani, K. B. (2021). Perspectives on college students’ demotivation factors for learning English language. European Online Journal of Natural and Social Sciences, 10(1), 185-194.

Vakilifard, A., Ebadi, S., Zamani, M., & Sadeghi, B. (2020). Investigating demotivating factors in foreign language learners: The case of non-Iranian Persian language learners. Cogent Education, 7(1), 1690232. https://doi.org/10.1080/2331186X.2019.1690232

Wang, Y., & Guan, H. (2020). Exploring demotivation factors of Chinese learners of English as a foreign language based on positive psychology. Revista Argentina de Clínica Psicológica, 29(1), 851. https://doi.org/10.24205/03276716.2020.116

Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ perceptions of student academic motivation during the Covid-19 lockdown: A cross-country comparison. Frontiers in Psychology, 11, 592670. https://doi.org/10.3389/fpsyg.2020.592670

Zeynali, S., Pishghadam, R., & Fatemi, A. H. (2019). Identifying the motivational and demotivational factors influencing students’ academic achievements in language education. Learning and Motivation, 68, 101598. https://doi.org/10.1016/j.lmot.2019.101598

Zhang, Q. (2007). Teacher misbehaviors as learning demotivators in college classrooms: A cross-cultural investigation in China, Germany, Japan, and the United States. Communication Education, 56(2), 209–227. https://doi.org/10.1080/03634520601110104

Zhang, X., Dai, S., & Ardasheva, Y. (2020). Contributions of (de)motivation, engagement, and anxiety to English listening and speaking. Learning and Individual Differences, 79, 101856. https://doi.org/10.1016/j.lindif.2020.101856




DOI: https://doi.org/10.24815/siele.v10i1.25401

Article Metrics

Abstract view : 0 times
PDF - 0 times

Refbacks

  • There are currently no refbacks.


Print ISSN: 2355-2794, Online ISSN: 2461-0275

This work is licensed under a Creative Commons Attribution 4.0 International License.


View Journal Stats