A study on the impact of English proficiency and English learning motivation of domestic university staff and faculty on intercultural communication skills

2021 ◽  
Vol 60 ◽  
pp. 209-229
Author(s):  
Eun Jeong Kim ◽  
Sun Mi Chun
Keyword(s):  
Intercultural Communication ◽  
Communication Skills ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
University Staff ◽  
English Learning Motivation ◽  
The Impact

scholarly journals KEMAMPUAN BERBAHASA INGGRIS, MOTIVASI DAN SIKAP TERHADAP BAHASA INGGRIS MAHASISWA PROGRAM STUDI ILMU KEPERAWATAN (S1) STIKES JENDERAL ACHMAD YANI CIMAHI

2017 ◽  
Vol 3 (1) ◽  
pp. 11
Author(s):  
Alvii TB Siregar ◽  
Evangeline H
Keyword(s):  
Learning Process ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Learning Program ◽  
High Motivation ◽  
English Textbooks ◽  
English Learning Motivation ◽  
Attitude And Motivation ◽  
Language Mastery

ABSTRAK Latar belakang: Penelitian yang dilaksanakan di STIKes Jendral Achmad Yani Bandung tahun 2010 mengindikasikan mahasiswa keperawatan masih mengalami masalah dalam proses belajar mengajar ketika materi yang diberikan berbahasa Inggris. Khususnya textbook,  artikel keperawatan dan materi lain yang berbahasa Inggris, masih dianggap sulit untuk dimengerti oleh sebagaian besar mahasiswa. Walaupun  motivasi mahasiwa cukup tinggi serta sikap mereka sangat mendukung terhadap pembelajaran dan penggunaan bahasa Inggris, nyatanya responden mendapatkan skor rendah dalam test kemampuan membaca text keperawatan berbahasa Inggris. Tujuan: Penelitian ini bertujuan mendeskripsikan lebih lanjut motivasi dan sikap mahasiswa keperawatan terhadap bahasa Inggris. Metode: Data dikumpulkan dengan melakukan test kemampuan berbahasa Inggris berstandar internasional, serta memberikan kuisioner yang mengukur motivasi dan sikap terhadap bahasa Inggris, kepada mahasiswa keperawatan tingkat 3 (tiga) semester 6, Programs Studi Ilmu Keperawatan S1 Stikes Jenderal Achmad Yani Cimahi. Hasil: Hasil penelitian didapatkan walaupun responden mendapatkan skor yang rendah dalam test kemampuan berbahasa Inggris, mereka memiliki motivasi tinggi dan  sikap yang mendukung terhadap bahasa  Inggris. Diskusi: Hal ini menggambarkan dibutuhkan metoda yang lebih inovatif dan efektif dalam pembelajaran bahasa  Inggris dengan tujuan adanya peningkatan kemampuan berbahasa Inggris  mahasiswa keperawatan, khususnya di STIKes Jenderal Achmad Yani Cimahi.   Kata kunci : kemampuan berbahasa Inggris, motivasi, sikap   ABSTRACT Introduction: A research conducted at STIKes Jenderal Achmad Yani Cimahi in 2010 indicated how students were still experiencing problems with their study where English is mediatory language. In particular, English textbooks, articles, and other resources were considered by the majority of the participants to be difficult to process. Despite their high motivation and attitude towards learning and using English, the participants scored low in their readability tests. Objective: This study continues to investigate factors that influence their ability in using English. It focuses on the factor of the language mastery in relations to the learner’s motivation and attitude towards English. Method: The descriptive investigation was conducted with participants from third year students of STIKes Jenderal Ahmad Yani, Cimahi by measuring their English skills with an international standardized English test and giving questionnaires on their attitude and motivation towards the importance of English. Result: The results showed that despite the low scores in the mastery of the language their high motivation and attitude also exhibited a need to have an approach different from the current methods to aid with their English skills enhancement, especially methods in their learning process. Discussion: Thus, insight gained may prove critical in building a suitable English learning program in the institute or other school with similar conditions. Keywords: attitude, English proficiency, English learning, motivation

scholarly journals The impact of semester-abroad experiences on post-sojourn L2 motivation

2019 ◽  
Vol 9 (1) ◽  
pp. 117-155 ◽  
Author(s):  
Xujia Du
Keyword(s):  
Learning Motivation ◽  
English Learning ◽  
Exchange Program ◽  
L2 Motivation ◽  
International Posture ◽  
English Speaking ◽  
Ideal L2 Self ◽  
English Learning Motivation ◽  
Future Work ◽  
The Impact

Numerous studies have examined sojourners’ L2 motivation during their stay abroad. Much remains unknown about the impact of study abroad (SA) experiences on their L2 motivation after they return to the home environment. This study tracked the English learning motivation of three Chinese university students from immediately after their semester-long exchange program in an English-speaking country until six months after the sojourn. The participants were requested to complete a questionnaire and took part in an interview immediately following their re-entry and another interview six months later. The participants’ post-sojourn English learning motivation was influenced by their L2 selves and the context they were situated in. The motivational capacity of SA experiences was manifested in its profound impact on the participants’ ideal L2 self-images. Satisfactory SA experiences contributed to an ideal L2 self with higher L2 proficiency and international posture, whereas unsatisfactory experiences led to a lessening role of L2 in the participants’ future work and life. The findings also reveal that the participants’ understandings of both their positive and negative SA experiences became fossilized after the sojourn. Some practical implications were discussed for higher education institutions to optimize the post-sojourn motivational impact of SA programs.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 79-94
Author(s):  
Deborah Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals Exploring Oral English Learning Motivation in Chinese International Students with Low Oral English Proficiency

2019 ◽  
Vol 9 (3) ◽  
pp. 834-855 ◽  
Author(s):  
Deyu Xing ◽  
Benjamin Bolden
Keyword(s):  
International Students ◽  
English Proficiency ◽  
Value Theory ◽  
Learning Motivation ◽  
Chinese International Students ◽  
English Learning ◽  
Expectancy Value ◽  
Spoken English ◽  
Subjective Value ◽  
English Learning Motivation

This study employed narrative inquiry to understand the oral English learning motivation of Chinese international students with low oral English proficiency through their academic acculturation stories. Expectancy-Value Theory served as the theoretical framework to inform the study design and the interpretation of results. Findings suggest all participants’ motivation for oral English learning increased as a result of the newly acquired high subjective value of spoken English during their academic acculturation. However, they experienced high levels of psychological stress during their academic acculturation due to their low oral English proficiency. Further, participants’ perceived expectancy of success for learning oral English declined as their academic acculturation progressed, negatively influencing their oral English learning motivation. Implications for various stakeholders are discussed.

Willingness to Communicate

2018 ◽  
pp. 96-119
Author(s):  
Feifei Han ◽  
Zizhen Wang
Keyword(s):  
Learning Style ◽  
English Proficiency ◽  
Positive Association ◽  
Willingness To Communicate ◽  
Learning Motivation ◽  
English Learning ◽  
Structured Interviews ◽  
Attitude Learning ◽  
English Learning Motivation ◽  
Quantitative And Qualitative Methods

This chapter examines factors impacting L2 WTC among Chinese ELLs studying in an EAP program in Australia. Adopting both quantitative and qualitative methods, three questionnaires were used to measure L2 WTC, English learning motivation, and self-rated English proficiency; and semi-structured interviews were used to triangulate and complement questionnaire data. The main results were (1) L2 WTC with friends was higher than L2 WTC with acquaintance and with strangers and (2) L2 WTC with strangers and acquaintances were positively related to integrativeness and attitude toward the learning situation, but not with motivation intensity. L2 WTC with friends did not correlate with any of the scales in the English learning motivation; thus, (3) L2 WTC with strangers and acquaintances but not with friends had positive association with self-rated English proficiency, and (4) factors such as teaching methods, teachers' attitude, learning style, and personality all impacted on L2 WTC. The results are discussed and practical implications are articulated.

scholarly journals Can digital storytelling enhance learning motivation for EFL students with low proficiency and confidence in English?

2021 ◽  
Vol 29 (1) ◽  
pp. 68
Author(s):  
Naoko Kasami
Keyword(s):  
Foreign Language ◽  
Digital Storytelling ◽  
Learning Motivation ◽  
English Learning ◽  
English Major ◽  
Efl Students ◽  
English Learning Motivation ◽  
The Impact

<p>The purpose of this study was to investigate the impact of a digital storytelling assignment on English learning motivation of non-English major students with low proficiency and confidence in English in Japan.  The participants of this study were non-English major students in Japan who studied in four courses of English as a Foreign Language (EFL).  Each course was 15 weeks long and was held in the spring and fall terms of 2018. The study goal of the course was to acquire skills and knowledge to present ideas and messages effectively with the use of information communications and technology (ICT) and English. Three (pre-, midterm- and post-) questionnaires were employed to collect the necessary data. The results of the three questionnaires and two tests were received from 65 students.  This research focused on 27 students with low proficiency and confidence in English as determined by the results of the pre-questionnaire and pre-test.  The analysis of the data showed that the digital storytelling assignment could enhance learning motivation for most participants with low proficiency and confidence in English.  Most students with low proficiency and confidence in English in this course also felt confident about conducting a digital storytelling assignment in English. </p>

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNING MOTIVATION AND ENGLISH PROFICIENCY ACHIEVEMENT OF ENGLISH STUDY PROGRAM STUDENTS

2018 ◽  
Vol 2 (2) ◽  
pp. 68-82
Author(s):  
Debora Purwanti ◽  
Hilda Puspita ◽  
Mulyadi .
Keyword(s):  
Intrinsic Motivation ◽  
Extrinsic Motivation ◽  
English Proficiency ◽  
Learning Motivation ◽  
English Learning ◽  
Study Program ◽  
Grand Total ◽  
Medium Level ◽  
Level Of Significance ◽  
English Learning Motivation

This study is aimed at identifying English learning motivation and English proficiency achievement. Then, the researcher would like to see the correlation between the students’ motivation and their English proficiency achievement. The research was designed as quantitative correlation. Here, a total of 77 students were asked to complete the motivation questionnaire and set in a TOEFL test. The result of this research revealed that the English learning motivation of the students was in ‘high’ category. This can be seen from the grand total of mean 3.59 which indicated high intrinsic motivation as the dominant motivation. While, the scores of English proficiency achievement indicates that the students had ‘medium’ level of English Proficiency, the range score of medium level is 400-499. Another result showed that there was a significant correlation between English learning motivation and English proficiency achievement. It can be proven by rcount (0.346) > rtable (0.224), 5% level of significance; there was a correlation between students with intrinsic motivation and their English proficiency achievement, rcount (0.348) > rtable (0.233); while there was no correlation between students with extrinsic motivation and their English proficiency achievement, rcount (0.307) < rtable (0.811). It means that the correlation between English learning motivation and English proficiency achievement was in ‘weak’ level.

scholarly journals THE CORRELATION BETWEEN ENGLISH LEARNERS’ MOTIVATION AND THEIR ENGLISH PROFICIENCY

2018 ◽  
Vol 2 (1) ◽  
pp. 130
Author(s):  
Ridha Ilma
Keyword(s):  
English Learners ◽  
English Proficiency ◽  
Learning Motivation ◽  
Correlational Study ◽  
English Learning ◽  
Efl Learners ◽  
English Classes ◽  
Law Faculty ◽  
English Learning Motivation

This study tried to find out the correlation between motivation and English proficiency of EFL learners. The sample consisted of two hundred and six students of the fourth semester of Law Faculty of Sriwijaya University. This study used correlational study. The instruments to collect the data were questionnaire of English learning motivation and TOEFL Test The result showed that: 1) there was no significant correlation between students’ motivation and their English since the significant level (sig. 0.071) was higher than 0.05, 2), students’ motivation did not contribute significantly to their English proficiency, the contribution was only 0.2% because the students had different motivation to join English classes. Theresults of this study can be used by lecturers, learners of English, and other concerned parties to concern more about motivation in relation to English proficiency.

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