STUDENTS’ MOTIVATIONS OF ENGLISH LANGUAGE LEARNING IN GREECE IN AN ERA OF FINANCIAL CRISIS: EMPIRICAL STUDY OF SECONDARY SCHOOL AND UNIVERSITY STUDENTS’ PERCEPTIONS

Self-identity formation becomes increasingly challenging for students as they are exposed to different norms in the school environment. Education, language, and religion are crucial in the process of self-identity formation. Therefore, this study aims to explore how English language learning and the school environment influence Islamic self-identity formation among students in selected religious secondary schools in Terengganu, Malaysia. The study employed a qualitative approach in which 90 religious secondary school students in the State of Terengganu were selected using a purposive sampling technique. Focus group interviews were used as a data-gathering instrument. The students were divided across different sessions to ease the process of data collection. The data were transcribed and analyzed using inductive thematic analysis. The study found that English language learning does not influence the students’ Islamic self-identity formation negatively. Instead, certain morals such as respect, self-esteem, and cooperation, are instilled in the students’ self-identity. This study provides evidence on the students’ ability to construct Islamic self-identity despite the challenges of second language learning.

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Factors Influencing the Use of ICT for English Language Learning of Indonesian EFL University Students

ELSYA : Journal of English Language Studies ◽

10.31849/elsya.v4i1.6882 ◽

2021 ◽

Vol 4 (1) ◽

Author(s):

Tubagus Zam Zam Al Arif ◽

Reli Handayani

Keyword(s):

University Students ◽

Language Learning ◽

Technology Acceptance ◽

Technology Acceptance Model ◽

English Language ◽

English Education ◽

Equation Modeling ◽

English Language Learning ◽

Ict Use ◽

Acceptance Model

This study examines the factors of the Technology Acceptance Model (TAM) that influence the acceptance of ICT use for English language learning of EFL University Students. This study also addresses the possible obstacles that affect and limit the use of ICT by adding motivation and ICT skills as extended TAM variables. This area of research topic is unexplored in the Indonesian context, especially in higher education institution. An analysis of these factors can assist instructors to understand how students learn using ICT and in providing useful advice to them during the learning process. The quantitative method was applied in this study, which included 303 students' teachers of English Education at a state university in Jambi, Indonesia. The instrument used in collecting the data was an online questionnaire. Data collected were analyzed by using Structural Equation Modeling (SEM) with SmartPLS3 program to analyze the proposed hypotheses formed in order to meet the study objectives. The SEM result indicated that the factors of the technology acceptance model are the main factors affecting the ICT use. The study concluded that the influence of motivation and skills for ICT usage was mediated by three main TAM variables, namely perceived ease of use, perceived usefulness, and attitudes.

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