scholarly journals Academic Motivation in English Online Classes: A Comparative Study of Universities in Malaysia and Indonesia

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Suhaida Omar ◽  
Wan Yusoff Wan Shaharuddin ◽  
Nik Ahmad Farhan Azim @ Nik Azim ◽  
Noor Syamimie Mohd Nawi ◽  
Noraini Zaini ◽  
...  
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Academic Motivation ◽  
English Language ◽  
Current Knowledge ◽  
Online Classes ◽  
Language Performance ◽  
Self Regulated Learning ◽  
Institutional Contexts

This study intended to fill the gap of undergraduates’ academic motivation in Malaysia and Indonesia where, to date, little study has been done. It investigated and compared undergraduates’ academic motivation levels in English online classes in two universities in both countries. Online questionnaires on students’ self-regulated learning (SRL) and self-efficacy towards online learning adapted from Motivated Strategies for Learning Questionnaire (MSLQ) were distributed to 206 undergraduates from University A in Malaysia and 174 undergraduates from University B in Indonesia. Switching from physical traditional to online classes is the new norm that could be challenging and demotivating, but the results showed that the students from both universities achieved mostly high mean scores of the SRL and self-efficacy items. This indicated that their academic motivation levels were high, they were in control over their learning process, and have positive perceptions towards online classes. This uniformity also implied that although English is a second language in Malaysia, and a foreign language in Indonesia, the undergraduates were not affected by their linguistics, and institutional contexts. This study has contributed towards the extension of the current knowledge involving undergraduates’ academic motivation towards learning English online and suggested that teachers could help to strategise students’ SRL and self-efficacy to increase their English language performances, particularly in the pandemic era. Further research could explore the effects of academic motivation on learning outcomes or language performance as this could assist teachers to improve learners’ English proficiency in online classes.

scholarly journals Applying Social Cognitive Theory to Academic Advising to Assess Student Learning Outcomes

2011 ◽  
Vol 31 (2) ◽  
pp. 5-15 ◽  
Author(s):  
Richard J. Erlich ◽  
Darlene Russ-Eft
Keyword(s):  
Student Learning ◽  
Social Cognitive Theory ◽  
Learning Outcomes ◽  
Academic Advising ◽  
Self Efficacy ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Student Learning Outcomes ◽  
Self Regulated Learning ◽  
Regulated Learning

Review of social cognitive theory constructs of self-efficacy and self-regulated learning is applied to academic advising for the purposes of assessing student learning. A brief overview of the history of student learning outcomes in higher education is followed by an explanation of self-efficacy and self-regulated learning constructs and how they can be applied to academic advising. The article concludes with the development of a model for assessing student learning outcomes in academic advising using these theoretical constructs.

scholarly journals The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals Technology-Assisted Self-Regulated English Language Learning: Associations With English Language Self-Efficacy, English Enjoyment, and Learning Outcomes

2021 ◽  
Vol 11 ◽  
Author(s):  
Zhujun An ◽  
Chuang Wang ◽  
Siying Li ◽  
Zhengdong Gan ◽  
Hong Li
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Undergraduate Students ◽  
Technology Use ◽  
Self Efficacy ◽  
English Language ◽  
Self Report ◽  
Target Language ◽  
English Learning

This study investigated Chinese university students’ technology-assisted self-regulated learning (SRL) strategies and whether the technology-based SRL strategies mediated the associations between English language self-efficacy, English enjoyment, and learning outcomes. Data were collected from 525 undergraduate students in mainland China through three self-report questionnaires and the performance on an English language proficiency test. While students reported an overall moderate level of SRL strategies, they reported a high level of technology-based vocabulary learning strategies. A statistically significant positive relationship was noted between the use of technology-based SRL strategies and students’ English learning outcomes. English language self-efficacy and English language enjoyment were both related to technology-based SRL strategies. Furthermore, SRL strategies fully mediated the relationship between English enjoyment and English learning outcomes, but the association between English enjoyment and SRL strategies was only partially mediated by English language self-efficacy. Pedagogically, findings of this study suggest that training and instruction aimed at promotion of modern educational technology among students need to give attention to developing their strategic awareness of motivation regulation in optimizing effectiveness of their technology use in learning the target language.

scholarly journals ENGLISH LANGUAGE TEACHING IN INDONESIA: A CONTINUOUS CHALLENGE IN EDUCATION AND CULTURAL DIVERSITY

2015 ◽  
Vol 19 (1) ◽  
pp. 57 ◽  
Author(s):  
M. Marcellino
Keyword(s):  
Foreign Language ◽  
Cultural Diversity ◽  
Learning Outcomes ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
The Political ◽  
Cultural Backgrounds ◽  
The Government ◽  
Language Environment

The linguistic situations and conditions in Indonesia are quite complex by their own natures as more than seven hundred vernaculars with their various dialects from a great number of ethnic groups have been used as media of communication in the country. Accordingly, the success of English teaching in Indonesia cannot be freed from the students' cultural backgrounds, values, customs, and beliefs as well as the political standpoint of the government regarding this foreign language. English language teaching has then undergone more than four changes in its curriculum since the country's independence and brought no significant impact upon the learning outcomes. This study reveals the substantial unconstructive influence of the students' cultures and the non-conducive language environment affecting their language acquisition. Other aspects related to the teachers' performance and class preparations equally contribute to the ineffective classroom interactions. This study offers some practical suggestions to cope with those problems.

scholarly journals Self-efficacy, academic motivation, self-regulated learning and academic achievement

2019 ◽  
Vol 5 (2) ◽  
pp. 104
Author(s):  
Mehmed Alafgani ◽  
Eny Purwandari
Keyword(s):  
Academic Achievement ◽  
Self Efficacy ◽  
Structural Equation ◽  
Academic Motivation ◽  
Equation Model ◽  
Study Data ◽  
Self Regulated Learning ◽  
Mediating Role ◽  
Regulated Learning

This study aims to empirically prove that the relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. In addition, empirically proved the mediating role of self-regulated learning on self-efficacy, academic motivation and student achievement. This study used quantitative expansive method. The sample of this study was 246 students of an Islamic senior high school recruited using census technique; thus, the entire population was used as the sample of the study. Data were collected using a questionnaire and were analyzed using Structural Equation Model (SEM). The results empirically show that there is a relationship between self-efficacy, academic motivation, self-regulated learning and academic achievement. However, there is no relationship between self-regulated learning and academic achievement.

scholarly journals Exploring the Relationships Between Self-Efficacy and Self-Regulated Learning Strategies of English Language Learners in a College Setting

2020 ◽  
Vol 11 (3) ◽  
Author(s):  
Daeyeoul Lee ◽  
Matthew Allen ◽  
Lixia Cheng ◽  
Sunnie Watson ◽  
William Watson
Keyword(s):  
College Students ◽  
English Language Learners ◽  
Learning Strategies ◽  
Language Learners ◽  
Self Efficacy ◽  
English Language ◽  
Use Of Self ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
College Setting

This study investigated the relationships between self-efficacy and self-regulated learning strategies of English Language Learners (ELL) in a college setting from a social cognitive perspective. Participants in this study were one hundred seventeen ELL college students who enrolled in an English language course at a Midwestern university. The results of simple linear regression analysis showed that ELL college students’ self-efficacy significantly predicted their use of self-regulated learning strategies. In addition, the results of a one-way ANOVA indicated a statistically significant difference in the use of self-regulated learning strategies between ELL college students who had high self-efficacy and those who had low self-efficacy. Based on study results, implications and future research directions are discussed.

scholarly journals Teaching grammar in context and multilingual environment

2021 ◽  
Vol X (3) ◽  
pp. 113-118
Author(s):  
Tsisana Giguashvili ◽  
◽  
Dali Sanaia ◽  
Keyword(s):  
Foreign Language ◽  
Learning Outcomes ◽  
English Language ◽  
State University ◽  
Esl Students ◽  
Approaches To Teaching ◽  
Economic Changes ◽  
Multilingual Classroom ◽  
Teaching Grammar ◽  
Grammatical Structures

Multilingual environment has always been characteristic to Georgian reality. Today, due to current political or economic changes multilingualism has impacted the various fields including education. In this respect, Tbilisi State University is no exception, where the number of multilingual classes of ESL students of Azeri, Armenian and Georgian nationality is increasing. This process is accompanied by new challenges posed to the acquisition of the English language. The necessity of tackling these problems imposes responsibilities on English teachers, who are constantly engaged in the search for appropriate strategies and approaches fostering the proper learning process. Having a good command of a foreign language implies the acquisition of new language items and the development of all the skills and sub skills that cannot be achieved without knowing grammar as an important component for developing the receptive and productive skills. The paper aims at finding the efficient ways of teaching grammar in multilingual environment. For this purpose, the problems related to learning grammatical structures are identified and analyzed and their solutions are suggested. Reviewing the advantages and drawbacks of applying various approaches and strategies, the paper singles out teaching grammar in context and supports its utilization in the multilingual classroom with the findings demonstrated by the experiment conducted. The paper presents scholarly viewpoints regarding the above mentioned issues, inferences and concludes that the proper strategies, methods and approaches to teaching grammar should be determined considering the peculiarities of multilingual classroom so as to achieve the favourable learning outcomes.

scholarly journals Implementation of Self-Regulated Learning Model In Learning English Writing

2018 ◽  
Vol 1 (1) ◽  
pp. 70
Author(s):  
La Ode Nggawu ◽  
Hartati Muchtar ◽  
Khaerudin Khaerudin
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Language ◽  
Learning Model ◽  
Albert Bandura ◽  
English Writing ◽  
Self Regulated Learning ◽  
Foreign Language Learners ◽  
Regulated Learning ◽  
Good Learning

<em><span>This Academic article discusses the implementation of self-regulated learning model in English Writing learning, especially on enriching writing skill. The discussion of this article uses many points of views of self-regulated model learners, such as Albert Bandura, Barry Zimmerman, Anananita Bramuci, Popa Daniela, and Ernesto Panadero. According to the authors' interpretation, the discussion shows several results. (1) English writing skills require serious effort and practice in formulating, developing and analyzing ideas, especially for second /foreign language learners. (2) The understanding of English language grammar and vocabulary is indispensable for second / foreign language learners. (3) The self-regulated learning model can increase the learning motivation because this model encourages students to acquire knowledge and skills on their own voluntarily; and (4) learners who have high self-regulated learning, will have good learning outcomes as well<span class="ShortAbstract">.</span></span></em>

Sign in / Sign up

Export Citation Format

Share Document