The Motivation of Learning English: A Descriptive Case Study of Indonesian Lecturers
Abstract
Although many scholars have conducted studies on the motivation of learning, little scholarly work reports the motives of lecturers learning English; the participants of previous studies are predominantly students. Further, a majority of those previous studies have been conducted using exclusively quantitative methods. To address these empirical and methodological gaps, the current research employed a qualitative descriptive case study method to examine the Indonesian lecturer motivation for learning English. This study utilised in-depth interviews to gather information from participants. The thematic analysis of the semi-structured interviews presented that the lecturers’ motivation for learning English were engaging in international scientific meetings, teaching, writing a research article, reading literature, and preparing a doctoral program. The findings revealed that instrumental motivation dominated Indonesian lecturers to improve their English. The implication of this study is that any language learners adopt or adapt the motivations from the participants of this study and succeed in learning English.
Downloads
References
Al-Manshour, N.S.&Al-shorman, R.A. (2014) The Effect of an Extensive Reading Program on the Writing Performance of Saudi EFL University Students. Intenational Journal of Linguistics, 6 (2), 258-275
Bateman, B. E., & Oliveira, D. D. A. (2014). Students’ motivation for choosing (or not) to study Portuguese: A survey of beginning-level university classes. Hispania, 97(2), 264–280.
Chen, S.-A. (2017). Fluctuation of L2 motivation and possible causes: Taiwanese EFL learners. In M. T. Apple, D. Da Silva, & T. Fellner (Eds.), L2 selves and motivations in Asians contexts (pp. 70–93). Multilingual Matters.
Cresswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five traditions. Sage Publications.
Deci, E. ., & Ryan, R. . (1985). Intrinsic motivation and self-determination in human behaviour. Plenum.
Delaney, Y. A. (2008). Investigating the reading-to-write construct. Journal of English for Academic Purposes, 7(3), 140-150.
Dörnyei, Z. (1994). Understanding L2 motivation : On with the challenge ! The Modern Language Journal, 78(4), 515–523.
Gardner, R. C. (1985). Social psychology and second language learning. Arnold.
Gay, L. ., Mills, G. E., & Airasian, P. W. (2012). Educational research: Competencies for analysis and applications. Pearson Education, inc.
Giles, H., & Byrne, J. L. (1982). An intergroup approach to second language acquisition. Journal of Multilingual and Multicultural Development, 1, 17–40.
Haryanto, E., & Mukminin, A. (2012). Global, national, and local goals: English language policy implementation in an Indonesian international standard school. Excellence in Higher Education, 3(2), 69–78.
Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.
Marten, L., & Mostert, C. (2012). Background languages, learner motivation and self-assessed progress in learning Zulu as an additional language in the UK. International Journal of Multilingualism, 9(1).
Mukminin, A. (2012). Acculturative experiences among Indonesian graduate students in US higher education: Academic shock, adjustment, crisis, and resolution. Excellence in Higher Education, 3(1), 14–36.
Nasrollahi-Mouziraji, A., & Nasrollahi-Mouziraji, A. (2015). Memorization Makes Progress. Theory & Practice in Language Studies, 5(4).
Noprival, N., Rafli, Z., & Nuruddin, N. (2021). The Motivations of learning foreign languages : A descriptive case study of polyglots. The Qualitative Report, 26(12), 3823–3833.
Nunan, D. (2010). Research methods in language learning. Cambridge University Press India Pvt. Ltd.
Pratt, C., Agnello, M. F., & Santos, S. (2009). Factors that motivate high-school students’ decisions to Study Spanish. Hispania, 92(4), 800–813.
Saldaña, J. (2009). The coding manual for qualitative researchers. Sage.
Yee, K. M., & Abidin, M. J. Z. (2014). The use of public speaking in motivating ESL learners to overcome speech anxiety. International journal on studies in English language and literature (IJSELL), 2(11), 127-135.
Yin, R. K. (2018). Case study research and applications: Design and methods (6th ed.). Sage Publications.
Zhao, R. & Hirvela, A. (2015). Undergraduate ESL students’ engagement in academic reading and writing in learning to write a synthesis paper. Reading in a Foreign Language. 27( 2), 219–241
Copyright (c) 2022 Noprival
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with Onoma Journal: Education, Languages, and Literature agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment 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 acknowledgment 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.