ABSTRACT:
Motivation is one of link chuẩn của w88 most influential aspects of an individual's overall performance in general and learning outcomes in particular. In fact, motivation in learning is a basic educational problem, especially ine-learningactivities. This study presents an overview on link chuẩn của w88 motivation of EFL students inHoa Sen University’s e-learning. link chuẩn của w88 study’s data is collected from 177 EFL students, who finished link chuẩn của w88 first semester of 2021-2022 academic year through online learning, via electronic questionnaires. link chuẩn của w88 study’s results show that most of link chuẩn của w88 participants are motivated in online learning. However, it is necessary to pay attention to some factors to sustain link chuẩn của w88 optimal motivation for students in e-learning.
Keywords:motivation, EFL students, E-learning.
1. Introduction
link chuẩn của w88 COVID-19 pandemic has partly changed link chuẩn của w88 way of teaching and learning in many countries and it has promoted link chuẩn của w88 popularity of online classes in universities. Although online education was once seen as a novel experiment in link chuẩn của w88 1990s, there have been a dramatic increase in link chuẩn của w88 number of students enrolling in online classes in recent years, especially after link chuẩn của w88 COVID-19 pandemic. It is becoming more common for universities to provide degree programs at both link chuẩn của w88 undergraduate and graduate levels entirely online. Therefore, teachers now have link chuẩn của w88 unprecedented task of adapting their practices to ensure that their online courses are just as effective, if not more so, than those taught in link chuẩn của w88 conventional classroom as a result of link chuẩn của w88 explosion in popularity of distance learning. However, there is debate over link chuẩn của w88 quality of link chuẩn của w88 instructions in online education. In fact, learning outcomes may be affected by a wide variety of variables and there is a correlation between motivation and a number of other critical learning elements. Self-control, meta-cognition, link chuẩn của w88 deployment of appropriate strategies, and perseverance are all examples of such elements (Pintrich & Van De Groot, 1990). Although educational psychologists may disagree on link chuẩn của w88 specifics of how motivation works, they are almost unanimous in their recognition of link chuẩn của w88 central role that motivation plays in link chuẩn của w88 learning process (Zimmerman, Bandura, & Martinez-Pans, 1992). In fact, e-learning have existed for a long time and is becoming more popular after link chuẩn của w88 pandemic; however, link chuẩn của w88 impact of e-learning on students' motivation has not been studied extensively enough in link chuẩn của w88 field of education. Therefore, link chuẩn của w88 purpose of this study is to explore students' motivation in e-learning so that administrators and educators may get an understanding of motivation's impact on e-learning and identify link chuẩn của w88 optimal approach for ensuring high-quality online education.
2. Literature review
2.1. Theoretical background
Lumsden (1994) defines motivation as link chuẩn của w88 desire of language learners to participate in link chuẩn của w88 process of language acquisition. Hartnett et al. (2011) consider online learning motivation a complicated phenomenon influenced by individual attributes and settings. According to Dornyei (2020), link chuẩn của w88 notion of motivation is strongly related to engagement, and motivation must be provided in order to establish student involvement. According to him, link chuẩn của w88 objective of any instructional design, whether conventional or e-learning, should be to maintain student interest. An individual's action might be motivated by inner motivations, his own wants, or an external force.
Abraham Harold Maslow proposes a hierarchy of needs, which is often represented as a pyramid. On link chuẩn của w88 first and most important level, physiological demands such as eating, drinking, breathing, and defecating exist. On link chuẩn của w88 second level, safety requirements need a sense of protection against various threats. On link chuẩn của w88 third level of this fictitious pyramid are certain social requirements, such as a person's desire to integrate into society, his or her need for friendship, and his or her need to love and be loved. link chuẩn của w88 demand for social recognition and esteem corresponds to link chuẩn của w88 fourth level of link chuẩn của w88 pyramid. link chuẩn của w88 apex of link chuẩn của w88 pyramid represents link chuẩn của w88 urge for self-actualization and satisfaction. link chuẩn của w88 fulfillment of this need occurs when an individual is able to develop himself or herself in link chuẩn của w88 manner he or she desires.
According to Ryan & Deci (2000), link chuẩn của w88 pursuit of goals is a crucial component of motivation. To be motivated is to be motivated in link chuẩn của w88 direction of something. It's important to note that there are two distinct kinds of learning motivation or two general types of goals that motivate students. link chuẩn của w88 first one is extrinsic motivation, which refers to all external variables that have a role in reaching learning objectives such as classroom amenities, instructors, and link chuẩn của w88 structure of link chuẩn của w88 learning itself. Interest, enjoyment, and desire are all examples of intrinsic motivation that come from link chuẩn của w88 students themselves.
2.2. Previous studies on students’ motivation in e-learning
link chuẩn của w88 extent to which students engages in ongoing learning may be used to evaluate their motivation to pursue online learning. There are three necessary aspects related to participation in online learning: cognitive, behavioral emotional, and participation (Fredricks, Blumenfeld, & Paris, 2004). According to Jung & Jeongmin (2018), these three aspects are described by following: (1) Cognitive participation refers to a student's cognitive effort to gain skills during link chuẩn của w88 e-learning process. (2) Emotional participation is considered as link chuẩn của w88 positive emotion of students toward teachers, classmates, and online learning (3) Behavioral participation is defined as engagement exhibited by actions that prioritize learning when studying online. Simonson et al. (2015) and Barber et al. (2016) states that effective learning generates motivation and excellent online learning necessitates effective instructional design and good educational processes. While developing learning plan, it is better to consider teaching method, time flexibility, student engagement in activities, and information presentation so that it will have a good influence on link chuẩn của w88 instructions. In addition, variations in teachers' teaching styles and competence in utilizing technology to communicate with students also have a substantial impact on link chuẩn của w88 motivation and outcomes of e-learning (Ozkan & Koseler, 2009).
It is said that people do better when their motivation comes from inside rather than from outside sources and intrinsic motivation is capable of producing long-term behavioral changes and enabling better accomplishment persistence (Ryan & Deci, 2000). According to studies, even while extrinsic motivations are capable of influencing behavioral changes, these effects are transient. When link chuẩn của w88 expectation of an extrinsic reward is withdrawn, many students who modify their behavior to attain those objectives return to their previous behavior. In addition, some studies show that even when people are intrinsically driven, link chuẩn của w88 addition of extrinsic incentives might actually reduce intrinsic motivation. (Lepper, Greene, & Nisbett, 1973). According to Ryan & Deci (2000), it may seem that intrinsic goals are preferable than extrinsic goals. However, link chuẩn của w88 development of intrinsic motivation is a challenging process. Therefore, link chuẩn của w88 majority of classroom motivation is centered on extrinsic rather than intrinsic factors. In fact, successful instructors encourage student achievement by offering extrinsic incentive while encouraging link chuẩn của w88 development of internal objectives (Ryan & Deci, 2000).
According to Lin et al. (2017), both intrinsic and extrinsic motivation were low among students taking an online course. Researchers expounded on link chuẩn của w88 causes of link chuẩn của w88 poor motivation, suggesting that students' lack of real-time engagement with teachers and peers may have contributed to it. Results from a study by Ozhan and Kocadere (2020) suggest that participants' motivation may be considerably impacted by their level of immersion in link chuẩn của w88 online gaming environment.
3. Methods
3.1. Pedagogical setting & participants
This study’s data is collected at link chuẩn của w88 end of link chuẩn của w88 first semester of 2021-2022 academic year. 177 students of EFL classes in Hoa Sen University are selected randomly from different levels to take part in link chuẩn của w88 study. link chuẩn của w88 participants were non-English majors with different background, different experience as well as different majors. Among link chuẩn của w88 177 participants, 63 percent are females and 37 percent are males. link chuẩn của w88 book named English File which is authored by Christina Latham Koenig and Clive Oxenden is link chuẩn của w88 textbook for link chuẩn của w88 courses and it is accompanied by a workbook, CDs, and an iTools CD-ROM.
link chuẩn của w88 students had 105 periods throughout link chuẩn của w88 course of link chuẩn của w88 semester, and they also had six sessions of three periods each in which they study online with their instructors each week. There were six sessions total, with four sessions dedicated to Vietnamese instructors and two sessions dedicated to foreign lecturers.
In link chuẩn của w88 first semester of 2021 – 2022 academic year, link chuẩn của w88 participants studied online for link chuẩn của w88 whole semester. link chuẩn của w88 participants were expected to visit link chuẩn của w88 Mlearning page on link chuẩn của w88 university's website, where they could get course materials and complete homework assignments and exams. link chuẩn của w88 instructors assigned homework, marked assignments, and assessed students' academic progress. link chuẩn của w88 instructors employed Big Blue Button, Google Meet, or Microsoft Teams in order to conduct lectures and communicate with students directly online.
3.2. Design of link chuẩn của w88 study
link chuẩn của w88 study was designed to assess link chuẩn của w88 motivation of EFL students in link chuẩn của w88 first semester of 2021-2022 academic year at Hoa Sen University. After link chuẩn của w88 completion of link chuẩn của w88 first semester of online learning, link chuẩn của w88 survey questions were sent through Google form. link chuẩn của w88 authors modified Cheng's (2006) questionnaire to investigate link chuẩn của w88 students' online learning motivation. link chuẩn của w88 research is conducted using a hybrid methodology that combines quantitative and qualitative or paradigm qualities. Quantity is reflected in link chuẩn của w88 options of 12 questions in part 2 in which students were asked for a clear understanding of link chuẩn của w88 students' perception on motivation in online English learning, and it is presented as numbers and percentages in tables. link chuẩn của w88 qualitative data in link chuẩn của w88 two last questions of link chuẩn của w88 questionnaire is not numerical and unable to be graphed, but it can be descriptive to investigate link chuẩn của w88 students’ suggestions on how to increase motivation in online English learning.
3.3. Data collection & analysis
A pilot survey was administered to a selection of Hoa Sen University’s students in order to verify link chuẩn của w88 measurement and make any necessary adjustments. Participants were then provided Google forms with questionnaires to complete as part of link chuẩn của w88 data collection process. At link chuẩn của w88 start of link chuẩn của w88 Google form, participants were informed of link chuẩn của w88 goal of link chuẩn của w88 research and some of link chuẩn của w88 more challenging survey questions. For non-major English speakers, link chuẩn của w88 questionnaires were prepared in Vietnamese using simple structures and were categorized by subject.
link chuẩn của w88 purpose of link chuẩn của w88 17-question, two-part questionnaire was to obtain information on link chuẩn của w88 participants' motivation for online learning. link chuẩn của w88 first part consisted of three questions designed to gather background information on link chuẩn của w88 students, and part two consisted of 12 Likert scale questions with values ranging from 1 to 5 (Strongly disagree, Disagree, No Opinion, Agree, and Strongly Agree) designed to assess link chuẩn của w88 students' motivation in
e-learning. link chuẩn của w88 following two questions were designed to be open-ended in order to obtain more detailed information on their ideas for increasing motivation in online English learning.
4. Results/Findings and discussion
4.1. Results in students’ motivation in E-learning
Table 1. Students’ motivation in E-learning
link chuẩn của w88 statistics of link chuẩn của w88 research revealed that 45 percent of link chuẩn của w88 participants agreed that they like to study English online while 35 percent were neutral and 20 percent disagreed. As a consequence, when link chuẩn của w88 students were asked about link chuẩn của w88 situation that link chuẩn của w88 teachers would continue using e-learning in teaching English, 45 percent showed their agreement, 27 percent were neutral and only 29 percent disagreed.
Regarding link chuẩn của w88 applications that link chuẩn của w88 teachers use in teaching English online, about 61 percent showed their agreement on link chuẩn của w88 effectiveness of link chuẩn của w88 teaching applications in improving their skills in English, nearly 30 percent were neutral and 9 percent disagreed. link chuẩn của w88 students agreed with link chuẩn của w88 fact that using different teaching applications in English will help them have more chances to practice and improve their capacity in English. That is link chuẩn của w88 reason why 57 percent confirmed link chuẩn của w88 usefulness of link chuẩn của w88 applications link chuẩn của w88 teachers apply during link chuẩn của w88 online courses. However, 21 percent were neutral and only 21 percent claimed link chuẩn của w88 ineffectiveness of link chuẩn của w88 applications link chuẩn của w88 teachers use in online classes.
About link chuẩn của w88 assessment, more than half of link chuẩn của w88 students with 59 percent agreed when being asked whether their grades in English improved during link chuẩn của w88 time of studying online, whereas 22 percent were neutral. link chuẩn của w88 percentage of link chuẩn của w88 students who disagree and strongly disagree was much lower, at 12 percent and 7 percent respectively. Therefore, quite a lot of link chuẩn của w88 students confirmed that studying English was easier when their teachers applied e-learning in teaching. Particularly, about 50 percent agreed, 28 percent were neutral and 22 percent disagreed with link chuẩn của w88 perception that learning English online was easier than learning English in traditional way.
Another factor that link chuẩn của w88 participants were asked is link chuẩn của w88 interest in studying English online. link chuẩn của w88 data showed that 38 percent agreed, 30 percent were neutral and 32 percent disagreed. That is link chuẩn của w88 reason why link chuẩn của w88 students revealed their responses with link chuẩn của w88 same percentage when being asked to compare their interest in learning English online and in traditional way. Specifically, 42 percent of link chuẩn của w88 participants expressed their agreement that studying English online is more interesting than in traditional classes, 28 percent were neutral and 30 percent disagreed.
In term of link chuẩn của w88 interactions between teachers and students, about 36 percent of link chuẩn của w88 students revealed that they had more opportunity to interact with their teachers whereas 34 percent disagreed and 30 percent were neutral. This rate is higher than link chuẩn của w88 rate of interaction among students, particularly only 33 percent showed their agreement in having more chances interacting with other classmates, 23 percent were neutral and 44 percent disagreed.
Students’ autonomy in studying English online is also investigated. From link chuẩn của w88 statistics, more than 50 percent of link chuẩn của w88 participants revealed that studying English online encouraged them to continue learning on link chuẩn của w88 internet, 27 percent were neutral and only 23 percent disagreed.
link chuẩn của w88 last question in link chuẩn của w88 Likert scales questionnaire is about link chuẩn của w88 students’ readiness to study English modules online. Surprisingly, 39 percent of link chuẩn của w88 students agreed, 27 percent were neutral and 34 percent showed their disagreement.
4.2. Results in students’ suggestions on increasing motivation in E-learning
About link chuẩn của w88 applications that link chuẩn của w88 teachers applied during their online English classes, link chuẩn của w88 participants mentioned that Kahoot, Quizz, Teams, Booklet, Menti, Elsa, Padlet, Duolingo etc. are link chuẩn của w88 applications that most of link chuẩn của w88 teachers use in online English classes to create more active and funny learning activities.
With link chuẩn của w88 data about link chuẩn của w88 students’ recommendations on e-learning to be really motivated during studying, students offered many contributions. Specifically, link chuẩn của w88 students wanted to have more games relating to link chuẩn của w88 lessons, and they wanted to practice listening through English songs. They also recommended link chuẩn của w88 teachers to use different applications of websites to make link chuẩn của w88 lessons more appealing and livelier. Furthermore, students wanted to have greater contact with lecturers as well as more opportunities to work with their classmates. Another suggestion they mentioned to improve motivation is that all link chuẩn của w88 students in class and link chuẩn của w88 teacher should turn on webcams during link chuẩn của w88 online learning time. They also recommended that link chuẩn của w88 university should provide video recordings of live lectures so that they have more chances to learn link chuẩn của w88 instructions many times or they can watch link chuẩn của w88 videos in case they have some unexpected circumstances that prevented them from attending link chuẩn của w88 lectures. link chuẩn của w88 students revealed that teachers should give more plus points for students to increase their participant and motivation in online learning.
4.3. Discussion
This research examined link chuẩn của w88 students’ motivation in online English learning. Nearly half of link chuẩn của w88 participants that is 45 percent liked to study English online and expressed their preference in applying e-learning in English modules in link chuẩn của w88 future. From link chuẩn của w88 data it can be seen that link chuẩn của w88 students like studying English online and are willing to participate in some e-learning lessons during their English courses. As for applications link chuẩn của w88 teachers applied during online English course, about 60 percent confirmed link chuẩn của w88 usefulness of link chuẩn của w88 applications in practicing English and in improving their skills. Ozkan & Koseler (2009) confirmed that e-learning results and student motivation are significantly influenced by instructors' teaching methods and proficiency in employing technology into classroom discourse. About assessment, more than half of link chuẩn của w88 participants agreed that their grades in English improved when studying online. That is link chuẩn của w88 reason why about half of link chuẩn của w88 participants revealed that studying English online is easier.
Regarding about link chuẩn của w88 interest of learning English online, about 40 percent thought that studying English online is interesting and it is more interesting than studying it in a traditional way. Dornyei (2020) argues that providing students with incentive is crucial to establishing student engagement. link chuẩn của w88 goal of any instructional design, whether traditional or online, he argues, should be to keep students engaged. In term of interaction, only 36 percent agreed that they have more chances to interact with teachers, and only 33 percent said that they have more chances to interact with other classmates. It is clear that link chuẩn của w88 percentage of agreement in link chuẩn của w88 rate of peer interaction in online e-learning is much less than link chuẩn của w88 rate of interaction between students and teachers. Low levels of both intrinsic and extrinsic motivation were reported by Lin et al. (2017) among students enrolled in online courses. Researchers elaborated on link chuẩn của w88 root reasons of link chuẩn của w88 low motivation, speculating that that students' lack of real-time interaction with lecturers and classmates may have contributed.
Only 39 percent of students agreed with link chuẩn của w88 final question on their willingness to learn English courses online. In this instance, link chuẩn của w88 proportion is low, but it is evident that students are increasingly accepting online education. If link chuẩn của w88 quality of online learning is improved and meets link chuẩn của w88 needs of both students and instructors, it is anticipated that a greater proportion of students will accept to participate. For link chuẩn của w88 suggestions to improve motivation in online learning, link chuẩn của w88 students gave quite a few recommendations, including link chuẩn của w88 use of additional games in link chuẩn của w88 classroom and an increase in interaction with others. According to Ozhan and Kocadere's (2020) study, link chuẩn của w88 level of immersion in an online gaming environment may have a substantial impact on link chuẩn của w88 motivation of students.
5. Conclusion
In conclusion, link chuẩn của w88 purpose of this study is to explore students’ motivation in online learning. According to link chuẩn của w88 study’s results, most of link chuẩn của w88 students have motivation in online English learning, but only more than a third of link chuẩn của w88 participants agreed to study English online in link chuẩn của w88 future. link chuẩn của w88 reason for this result is that students' motivation in online learning is not high enough to maintain online learning process for a long period because of many reasons including a lack of communication between teachers and students or students and students.
Overall, it may be stated that online education provides several obstacles in terms of maintaining students' motivation to pursue their second language learning goals, so administrators as well as educators should consider link chuẩn của w88 factors that influence learners' motivation when designing online courses and selecting professional development training sessions.
REFERENCES:
- Barber, E. & Gĩmez-Rey, P. & Fernndez-Navarro, F. (2016). A cross-national study of teachers’ perceptions of online learning success, Open Learning.link chuẩn của w88 Journal of Open, Distance and e-Learning,31(1), 25-41.
- Cheng, K. (2006). A Research Study on Students’ Level of Acceptance in Applying E-Learning for Business Courses - A Case Study on a Technical College in Taiwan.Journal of American Academy of Business,8(2), 265-270.
- Fredricks, J.A & Blumenfeld, P.C. (2004). Paris AH: School Engagement: Potential of link chuẩn của w88 Concept, State of link chuẩn của w88 Evidence.Rev. Educ. Res,74, 59-109.
- Hartnett, M. (2011). Examining motivation in online distance learning environments: Complex, multifaceted, and situation-dependent.International Review of Resarch in Open and Distributed Learning,12(6), 20-38.
- Jung, Y. & Jeongmin, L. (2018). Learning engagement and persistence in massive open online courses (MOOCS).Comput. Educ,122(7), 9-22.
- Lin, C. Z., Zhang, Y., & Zheng, B. (2017). link chuẩn của w88 roles of learning strategies and motivation in online learning: A structural equation modeling analysis.Computers & Education,113, 75-85.
- Lumsden, L. S. (1994). Student Motivation.Research Roundup,10(3), n3.
- Maslow, A.H. (1943). A Theory of Human Motivation. InPsychological Review,50(4), 430-437.
- Ozkan, S. & Koseler, R. (2009). Multi-dimensional students’ evaluation of e-learning systems in link chuẩn của w88 higher education context. An empirical investigation.Computers & Education,53(4), 1285-1296.
- Pintrich, P.R., & Van De Groot, E. (1990). Motivational and self-regulated learning components of classroom academic performance. Journal of Educational Psychology,82(1), 33-40.
- Simonson, M. & Smaldino, S. & Zvacek, S. (2015).Teaching and learning at a Distance.United States of America: Information Age Publishing.
- Zimmerman, B.J., Bandura, A., & Martinez-Pans, M. (1992). Self-motivation for academic attainment: link chuẩn của w88 role of self-efficacy beliefs and personal goal setting.American Educational Research Journal,29(3), 663-676.
ĐỘNG LỰC HỌC TẬP
CỦA SINH VIÊN EFL TRONG HỌC TRỰC TUYẾN:
NGHIÊN CỨU TẠI ĐẠI HỌC HOA SEN
• HOÀNG TÔ THƯ DUNG
Trường Đại học Hoa Sen
TÓM TẮT:
Động lực là một trong những nhân tố có ảnh hưởng nhất đến thành tích tổng thể của một cá nhân nói chung và kết quả học tập nói riêng. Trên thực tế, động cơ trong học tập là một vấn đề giáo dục cơ bản, đặc biệt là trong việc học trực tuyến. Nghiên cứu này nhằm đánh giá tổng quan về động lực của sinh viên EFL trong việc học trực tuyến tại Đại học Hoa Sen. Dữ liệu của nghiên cứu được thu thập từ 177 sinh viên EFL, những người đã hoàn thành học kỳ đầu tiên của năm học 2021-2022 thông qua hình thức học trực tuyến, thông qua khảo sát trực tuyến. Kết quả nghiên cứu cho thấy hầu hết sinh viên có động lực trong việc học trực tuyến. Tuy nhiên, một số yếu tố cần được quan tâm để duy trì động lực của sinh viên ở mức tốt nhất trong việc học trực tuyến.
Từ khóa:động lực, sinh viên EFL, học trực tuyến.
[Tạp chí Công Thương - Các kết quả nghiên cứu khoa học và ứng dụng công nghệ, Số 14, tháng 6 năm 2022]
