Students’ L2 Motivation Shift in Two-Year Access Microscholarship Program
DOI:
https://doi.org/10.47662/ejeee.v5i1.1137Keywords:
L2 Motivation, L2 Motivational Self System, Access Microscholarship ProgramAbstract
This study investigates the changes in English learning motivation among Indonesian university students participating in the US-sponsored English Access Microsholarship program. Using Dornyei’s L2 Motivational Sels system as a framewrok, the research examines students’ motivation before and after the program. Using semi-structured interview as the main data collection, this study found that students joining Access program in Jember experienced motivational changes after 2 years. They shifted from local oriented into more internationally driven motivation to learn English. The findings also found that positive learning experiences and cultural exposures can transform learner’s goals and attitudes.
References
Akimenko, O. (2017) ‘Investigating the Effectiveness of Private Small Group Tutoring of English in Kazakhstan: Perceptions of Tutors and Students’, 2(1), pp. 16–26.
Al-Hoorie, A. H. (2017) ‘Sixty Years of Language Motivation Research: Looking Back and Looking Forward’, SAGE Open, 7(1), pp. 1–11. doi: 10.1177/2158244017701976.
Aoujil, S. and Benattabou, D. (2021) ‘The Impact of Extracurricular Activities on Language Learning: “Access Program” in Morocco as a Case Study’, International Journal of Linguistics, Literature and Translation (IJLLT), 4(2), pp. 185–195. doi: 10.32996/ijllt.
Barkhuizen, G., Benson, P. and Chik, A. (2014) Narrative Inquiry in Language Teaching, Routledge.
Braun, V. and Clarke, V. (2006) ‘Using thematic analysis in psychology’, Qualitative Research in Psychology, 3(2), pp. 77–101. doi: 10.1191/1478088706qp063oa.
Brinkmann, S. and Kvale, S. (2015) InterViews : learning the craft of qualitative research interviewing. 3rd editio. Thousand Oaks [Calif.] : London: Sage Publications.
Brown, H. D. (1994) Teaching by principles: An interactive approach to language peadgogy. New Jersey: Prentice Hall Regents.
Campbell, E. and Storch, N. (2011) ‘The changing face of motivation a study of second language learners’ motivation over time’, Australian Review of Applied Linguistics, 34(2), pp. 166–192. doi: 10.1075/aral.34.2.03cam.
Cassidy, S. (2012) ‘Exploring individual differences as determining factors in student academic achievement in higher education’, Studies in Higher Education, 37(7), pp. 793–810. doi: 10.1080/03075079.2010.545948.
Chang, C.-H. (2019) ‘Effects of Private Tutoring on English Performance: Evidence from Senior High Students in Taiwan’, International Journal of Educational Development, 68(April), pp. 80–87. doi: 10.1016/j.ijedudev.2019.05.003.
Clement, R. (1980) ‘Ethnicity, contact and communicative competence in a second language’, in Giles, H. M., Robinson, W. P., and Smith, P. M. (eds) Language: Social psychological perspective. Oxford: Pergamon, pp. 147–154.
Coleman, H. (2017) ‘Milestones in language planning and development aid’, Current Issues in Language Planning, 18(4), pp. 442–468. doi: 10.1080/14664208.2017.1351113.
Creswell, J. W. (2014) Research design : qualitative, quantitative, and mixed method approaches. 4th ed., Internat... Los Angeles, Calif. ; London: SAGE.
Crookes, G. and Schmidt, R. W. (1991) ‘Motivation: Reopening the Research Agenda’, Language Learning, 41(4), pp. 469–512. doi: 10.1111/j.1467-1770.1991.tb00690.x.
Csizér, K. and Kormos, J. (2009) ‘Modelling the role of inter-cultural contact in the motivation of learning English as a foreign language’, Applied Linguistics, 30(2), pp. 166–185. doi: 10.1093/applin/amn025.
Darmawan, . et al. (2020) ‘English Language Teaching Curriculum in Indonesia: Senior High School Teachers’ Perspectives and Practices’, (229), pp. 248–254. doi: 10.5220/0009019402480254.
Deci, E. L. and Ryan, R. M. (1985) Intrinsic motivation and self-determination in human behavior. New York, N.Y.: Plenum.
Deci, E. L. and Ryan, R. M. (2000) ‘The “what” and “why” of goal pursuits: Human needs and the self-determination of behavior’, Psychological Inquiry, 11, pp. 227–268.
Dörnyei, Z. (1994a) ‘Motivation and Motivating in the Foreign Language Classroom’, The Modern Language Journal, 78(3), pp. 273–284. doi: 10.1111/j.1540-4781.1994.tb02042.x.
Dörnyei, Z. (1994b) ‘Understanding L2 Motivation: On with the Challenge!’, The Modern Language Journal, 78(4), pp. 515–523. doi: 10.1111/j.1540-4781.1994.tb02071.x.
Dörnyei, Z. (1998) ‘Motivation in second and foreign language learning’, Language Teaching, 31(3), pp. 117–135. doi: 10.1017/S026144480001315X.
Dörnyei, Z. (2001) Motivational Strategies in the Language Classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2005) The psychology of the language learner : individual differences in second language acquisition. Mahwah, N.J. ; London: Lawrence Erlbaum (Second language acquisition research).
Dörnyei, Z. (2009) ‘The L2 motivational self system’, in Dörnyei, Zoltan and Ushioda, E. (eds) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.
Dörnyei, Z., Csizér, K. and Németh, N. (2006) Motivation, language attitudes, and globalisation : a Hungarian perspective. Edited by Kata Csizér and Nóra Németh. Clevedon: Multilingual Matters (Second language acquisition (Clevedon, England) ; 18).
Dörnyei, Z., MacIntyre, P. D. and Henry, A. (2015) Motivational dynamics in language learning. Edited by Z. Dörnyei, P. D. MacIntyre, and A. Henry. Bristol: Multilingual Matters (Second language acquisition (Clevedon, England) ; 81).
Dörnyei, Z., Muir, C. and Ibrahim, Z. (2014) ‘Directed motivational currents: Energising language learning through creating intense motivational pathways’, in Doiz, A. and Sierra, J. M. (eds) Motivation and foreign language learning: From theory to practice. Amsterdam: John Benjamins, pp. 9–29.
Dornyei, Z. and Otto, I. (1998) ‘Motivation in action: A process model of L2 motivation’. Available at: http://eprints.nottingham.ac.uk/id/eprint/39.
Dörnyei, Z. and Ushioda, E. (2011) Teaching and researching motivation. 2nd ed. Edited by E. Ushioda. Harlow: Pearson Education (Applied linguistics in action).
Dörnyei, Z. and Ushioda, E. (2021a) Teaching and Researching Motivation. Milton, UNITED KINGDOM: Taylor & Francis Group. Available at: http://ebookcentral.proquest.com/lib/nottingham/detail.action?docID=6567143.
Frederick, W. H. and Worden, R. L. (2011) Indonesia: A Country Study. Washington DC: Government Printing Office. Available at: http://anvil-project.net/wp-content/uploads/2014/01/Lithuania_v1.0.pdf.
Fryer, M. and Roger, P. (2018) ‘Transformations in the L2 self: Changing motivation in a study abroad context’, System, 78, pp. 159–172. doi: 10.1016/j.system.2018.08.005.
Galletta, A. (2013) Mastering the semi-structured interview and beyond from research design to analysis and publication. New York ; London: New York University Press (Qualitative studies in psychology).
Gardner, R. C. (1985) Social Psychology and Second Language Learning: The Role of Attitude and Motivation. Baltimore, MD: Edward Arnold.
Gardner, R. C. (1988) ‘The Socio‐Educational Model of Second‐Language Learning: Assumptions, Findings, and Issues’, Language Learning, 38(1), pp. 101–126. doi: 10.1111/j.1467-1770.1988.tb00403.x.
Gardner, R. C. (2006) ‘The socio-educational model of second language acquisition’, The Palgrave Handbook of Motivation for Language Learning, 6, pp. 21–37. doi: 10.1007/978-3-030-28380-3_2.
Gardner, R. C. (2010) Motivation and second language acquisition : the socio-educational model. New York: Peter Lang (Language as social action ; v. 10).
Giles, H. and Byrne, J. L. (1982) ‘An intergroup approach to second language acquisition’, Journal of Multilingual and Multicultural
Development, 3(1), pp. 17–40. doi: 10.1080/01434632.1982.9994069.
Iqbal, M. and Rafi, M. S. (2018) ‘A Comparative Study of English Language Teaching Practices at the Access Program and Public Schools’, Bulletin of Education and Research, 40(3), pp. 231–249.
Kim, S. (2015) ‘Demotivation and L2 Motivational Self of Korean College Students’, English Teaching, 70(1), pp. 29–55. doi: 10.15858/engtea.70.1.201503.29.
Lamb, M. (2007) ‘he Impact of School on EFL Learning Motivation: An Indonesian Case Study’, TESOL Quarterly, 41, pp. 757–780.
Lamb, M. (2012) ‘A Self System Perspective on Young Adolescents’ Motivation to Learn English in Urban and Rural Settings’, Language learning. Revised version a..., 62(4), pp. 997–1023. doi: 10.1111/j.1467-9922.2012.00719.x.
Lamb, M. (2017) ‘The motivational dimension of language teaching’, Language Teaching, 50(3), pp. 301–346. doi: 10.1017/S0261444817000088.
Larsen-Freeman, D. (2015) ‘Research into practice: Grammar learning and teaching’, Language Teaching. 2015/03/13, 48(2), pp. 263–280. doi: DOI: 10.1017/S0261444814000408.
Lightbown, P. M. and Spada, N. (2013) How languages are learned. Fourth edi. Edited by N. M. Spada. Oxford University Press (Oxford handbooks for language teachers).
Al Makmun, M. T. and Nuraeni, A. (2018) ‘Community Projects to Enhance the Students’ English Learning Process of Access Class Site Surakarta, Indonesia’, SHS Web of Conferences, 59, p. 01021. doi: 10.1051/shsconf/20185901021.
Markus, H. and Nurius, P. (1986) ‘Possible Selves’, American Psychologist, 41(9), pp. 954–969. doi: 10.1037/0003-066X.41.9.954.
Masgoret, A. M. and Gardner, R. C. (2003) ‘Attitudes, motivation, and second language learning: A meta-analysis of studies conducted by Gardner and associates’, Language Learning, 53(1), pp. 167–210. doi: 10.1111/1467-9922.00227.
Mishler, E. G. (1991) Research interviewing : context and narrative. 1st Harvard Unive... Cambridge, Mass.: Harvard University Press.
Nur, M. R. and Madkur, A. (2014) ‘TEACHERS’ VOICES ON THE 2013 CURRICULUM FOR ENGLISH INSTRUCTIONAL ACTIVITIES Maulidia Rachmawati Nur’, Indonesian Journal of English Education, 1(2), pp. 120–134.
Ortega, L. (2009) Understanding Second Language Acquisition. London: Hodder Education.
Oxford, R. and Shearin, J. (1994) ‘Language Learning Motivation: Expanding the Theoretical Framework’, The Modern Language Journal, 78(1), pp. 12–28. doi: 10.1111/j.1540-4781.1994.tb02011.x.
Ryan, R. M. and Deci, E. L. (2000) ‘Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being’, American Psychologist, 55(1), pp. 68–78.
Ryan, S. (2009) ‘Self and Identity in L2 Motivation in Japan: The Ideal L2 Self and Japanese Learners of English’, Motivation, Language Identity and the L2 Self, (August), pp. 120–143. doi: 10.21832/9781847691293-007.
Sampson, R. J. (2016) Complexity in classroom foreign language learning motivation : a practitioner perspective from Japan. Bristol: Multilingual Matters (Second language acquisition (Clevedon, England) ; 101).
Schneider, M. (2002) ‘Do School Facilities Affect Academic Outcomes?’, National Clearinghouse for Educational Facilities, pp. 2–24.
Siridetkoon, P. and Dewaele, J. M. (2018) ‘Ideal self and ought-to self of simultaneous learners of multiple foreign languages’, International Journal of Multilingualism, 15(4), pp. 313–328. doi: 10.1080/14790718.2017.1293063.
Sugiharto, S. (2014) ‘Disentangling Linguistic Imperialism in English Language Education: The Indonesian Context’, in Bigelow, M. and Ennser-Kananen, J. (eds) The Routledge Handbook of Educational Linguistics. New York, N.Y.: Routledge, pp. 223–236.
Taguchi, T., Magid, M. and Papi, M. (2009) ‘4. The L2 Motivational Self System among Japanese, Chinese and Iranian Learners of English: A Comparative Study’, in Dörnyei, Z. and Ushioda, E. (eds). Multilingual Matters, pp. 66–97. doi: doi:10.21832/9781847691293-005.
Ushioda, E. (1998) ‘Effective motivational thinking: A cognitive theoretical approach to the study of language learning motivation’, in Alcón Soler, E. and Codina Espurz, V. (eds) Current issues in English language methodology. Castelló de la Plana, Spain: Publicacions de la Universitat Jaume, pp. 77–89.
Ushioda, E. (2010) ‘Motivation and SLA’, EUROSLA Yearbook, 10, pp. 5–20. doi: 10.1075/eurosla.10.03ush.
Ushioda, E. (2013) ‘Motivation and ELT: Global Issues and Local Concerns’, in Ushioda, E. (ed.) International Perspectives on Motivation: Language Learning and Professional Challenges. London: Palgrave Macmillan UK, pp. 1–17. doi: 10.1057/9781137000873_1.
Williams, M. and Burden, R. (1997) Psychology for Language Teachers: A Social Constructivist Approach. Cambridge: Cambridge University Press.
Williams, M., Burden, R. and Lanvers, U. (2002) ‘"French is the Language of Love and Stuff”: Student Perceptions of Issues Related to Motivation in Learning a Foreign Language.’, British Educational Research Journal, 28, pp. 503–528.
Yashima, T. (2009) ‘International Postures and the Ideal L2 Self in the Japanese EFL context’, in Dörnyei, Z. and Ushioda, E. (eds) Motivation, Language Identity and the L2 Self. Multilingual Matters, pp. 144–163.
Zein, S. et al. (2020) ‘English language education in Indonesia: A review of research (2011-2019)’, Language Teaching, 53(4), pp. 491–523. doi: 10.1017/S0261444820000208.
Downloads
Published
Issue
Section
License
Copyright (c) 2025 EXCELLENCE: Journal of English and English Education
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
