STUDY-FROM-HOME PROGRAM: MOTIVATIONAL BELIEFS OF COLLEGE STUDENTS IN THE ONLINE LEARNING ENVIRONMENT
Abstract
The new learning program of study-from home amidst the COVID-19 outbreaks urges most all level students to do online learning for their learning process. It attracts a diverse range of students with different learning motivations and prior experiences. This present study is aimed to investigate the students’ motivational beliefs in online learning, in particular focusing on how students’ motivational aspects of persistence values, self-efficacy, and test anxiety for taking online learning courses affect their learning behaviors and employments of motivated learning strategies. Applying a descriptive qualitative, investigation of the motivational beliefs of 186 online learners at the tertiary level, the questionnaire consisting of 34 statements was distributed to all participants. The findings detected that motivated learning strategies covering three substantial aspects of persistence values, self-efficacy, and test anxiety shaped how the students conceptualized the purpose of online learning and affected their perceptions of the learning process.Downloads
References
Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214–223. https://doi.org/10.31002/metathesis.v3i2.1982
Ayu, M. (2020). Online Learning: Leading E-Learning at Higher Education. The Journal of English Literacy and Education, 7(1), 47–54. https://doi.org/10.36706/jele.v7i1.11515
Bandura, A. (1997). Self-Efficacy: The Exercise of Control. In New York: W. H. Freeman and Company. https://doi.org/10.1891/0889-8391.13.2.158
Clayton, K., Blumberg, F., & Auld, D. P. (2010). The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or including an Online Component. British Journal of Educational Technology, 41(3), 349–364. https://doi.org/10.1111/j.1467-8535.2009.00993.x
Fathiyah, H. I., Amiruddin, A. N., Khan, F., & Venzano, F. (2020). Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners. English Language in Focus (ELIF), 2(2), 87–96. https://doi.org/10.24853/elif.2.2.87-96
Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. ACM International Conference Proceeding Series, 170–179. https://doi.org/10.1145/2460296.2460330
Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and Self-Regulated Learning in MOOCs. Internet and Higher Education, 29, 40–48. https://doi.org/10.1016/j.iheduc.2015.12.003
Milligan, C., & Littlejohn, A. (2014). Supporting Professional Learning in a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 15(5), 197–213. https://doi.org/10.19173/irrodl.v15i5.1855
Mujtaba, I., Prapantja, Y., Khatuni, A., & Hadi, M. S. (2021). Online English Education: A Paradigm Shifts in Education System and Its Challenges. English Language in Focus (ELIF), 3(2), 119–126.
Putri, E., & Sari, F. M. (2020). Indonesian EFL Students’ Perspectives towards Learning Management System Software. Journal of English Language Teaching and Learning, 1(1), 20–24. https://doi.org/10.33365/jeltl.v1i1.244
Rido, A., & Sari, F. M. (2018). Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia. International Journal of Language Education, 2(1), 40–50. https://doi.org/10.26858/ijole.v2i1.5246
Sari, F. M. (2020). Exploring English Learners’ Engagement and Their Roles in the Online Language Course. Journal of English Language Teaching and Linguistics, 5(3), 349. https://doi.org/10.21462/jeltl.v5i3.446
Sari, F. M., & Oktaviani, L. (2021). Undergraduate Students’ Views on the Use of Online Learning Platform during COVID-19 Pandemic. Teknosastik: Jurnal Bahasa Dan Sastra, 19(1), 41–47. https://doi.org/10.33365/ts.v19i1.896
Sari, F. M., & Putri, S. N. (2019). Academic Whatsapp Group: Exploring Students’ Experiences in Writing Class. Teknosastik: Jurnal Bahasa Dan Sastra, 17(2), 56–65.
Sari, F. M., & Wahyudin, A. Y. (2019a). Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context. Teknosastik: Jurnal Bahasa Dan Sastra, 17(1), 23–28.
Sari, F. M., & Wahyudin, A. Y. (2019b). Undergraduate Students’ Perceptions toward Blended Learning through Instagram in English for Business Class. International Journal of Language Education, 3(1), 64–73. https://doi.org/10.26858/ijole.v1i1.7064
Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed). Upper Saddle River, NJ: Pearson Prentice Hall.
Tseng, S.-C., & Tsai, C.-C. (2010). Taiwan College Students’ Self-Efficacy and Motivation of Learning in Online Peer Assessment Environments. Internet and Higher Education, 13, 164–169. https://doi.org/10.1016/j.iheduc.2010.01.001
Zheng, C., Liang, J.-C., Li, M., & Tsai, C.-C. (2018). The Relationship between English Language Learners’ Motivation and Online Self-Regulation: A Structural Equation Modelling Approach. System, 76, 144–157. https://doi.org/10.1016/j.system.2018.05.003
Copyright notice:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)