1

Name: DIVINE F. SANZ, LPT Subject: THESIS I

QUANTITATIVE STUDIES

1. TITLE: ATTITUDES AND MOTIVATION OF TURKISH UNDERGRADUATE

EFL STUDENTS TOWARDS LEARNING ENGLISH LANGUAGE

INTRODUCTION

The English language is undoubtedly regarded as the international

language of the world which plays a crucial role in worldwide affairs for business,

scientific research, and popular culture. Thus, in many countries such as Turkey,

the language has been intensively taught at all stages of the education system.

Many Turkish learners begin learning English in primary school or even in pre-

primary school. However, it has been long observed that some learners

experience difficulty in developing their level of proficiency and make slow

progress, while others can master it in a very component way. To seek the

reason for this, over the past decades, a great deal of research has been

conducted, and second-language acquisition (SLA) researchers have agreed that

even though learners as language processor follow a

common development process, each of them has some differences in the degree

of success they achieve. Since the 1970s, SLA researchers have attempted to

find out “What makes some language learners more successful than others in the

same opportunities?” The researchers had a consensus that there are several

significant factors that determine success in language learning. Spolsky (1989)

described the notions and concepts more concretely in a particular model called

‘general model of second language learning’ as shown in Figure 1.1. The model

summarizes his theoretical perspectives on the whole of the relationships among

 2

contextual factors, individual learner differences, learning opportunities, and

learning outcomes. According to this model, social context is a direct influence on

attitudes of various kinds, and these attitudes lead to development of motivation.

The variations of motivation are age, personality, capabilities, and previous

knowledge which make language learning more or less successful.

RESEARCH PROBLEM

1. What are the first-year Turkish university students’ attitudes towards English

language learning?

2. What are the students’ motivations for learning English?

 3

THEORY
O’Doherty (1975) stated, language is dependent on the social context and

culture is an integral part of the language, which means any change in the culture

affects the language or vice versa and people are parts of the culture who use

the language as a tool to explain their traditions or perspectives on a subject.

Thus, SLA researchers should also consider interdisciplinary factors, particularly

sociolinguistics such as cognitive linguistics or psycholinguistics.

According to some scholars the differences in L2 success mainly relied on

two domains: cognitive and affective. Cognitive factors refer to intelligence,

language aptitude, and language learning strategies, while affective factors are

language attitudes, motivation, and language anxiety. Recently, these factors,

particularly affective factors of attitude and motivation, have been a focus of

several researches (Carreira, 2005; Cheng & Dörnyei, 2007; Dörnyei & Csizér,

2002; Ehrman, Leavera & Oxford, 2003; Gardner & Lambert, 1972; Gardner,

2005; Guilloteaux & Dörnyei, 2008; Matsumoto & Obana, 2001; Skehan, 1989,

1991; Yang, 2008; Yu & Watkins, 2008).

McGroarty (1996) suggested that regarding language learning, the

students as social beings may be affected by the attitudes of their parents,

friends and the like (p.4). Attitudes and motivation have an influence on learners

or teacher and it is not so easy to define this influence. Researchers who would

like to understand the effect of this influence on language teaching should

consider their varied characteristics and their contributions to the language

learning.
 4

McGroarty (1996) suggested that regarding language learning, the

students as social beings may be affected by the attitudes of their parents,

friends and the like (p.4). Attitudes and motivation have an influence on learners

or teacher and it is not so easy to define this influence. Researchers who would

like to understand the effect of this influence on language teaching should

consider their varied characteristics and their contributions to the language

learning.

REFERENCES

Carreira, J. M. (2005). New Framework of Intrinsic/Extrinsic &

Integrative/Instrumental Motivation in Second Language Acquisition. The
Keiai Journal of International Studies, 76, 39-64.
Chambers, G. (1999). Motivating Language Learners. Clevedon, England:
Multilingual Matters.
Cheng, H, F., & Dörnyei, Z. (2007). The use of motivational strategies in
language instruction: The case of EFL teaching in Taiwan. Innovation in
Language Learning and Teaching, 1,153-174.
Clement, R., Dörnyei, Z., & Noels, K. A. (1994). Motivation, self-confidence and
group cohesion in the foreign language classroom. Language Learning,
28(1), 55-68.
Cook, V. (1996). Second Language and Language Teaching. London: Edward
Arnold.
Deci, E. L., & Ryan, R. M. (1985). Intrinsic Motivation and Self-determination in
Human Behaviour. New York: Plenum Press.
Dörnyei, Z. (1990). Motivation in Second and Foreign Language Learning,
Language Teaching. The International Abstracting Journal for Language
Teachers, 31(3), 117-135.
 5

Dörnyei, Z. (1998). Motivation in second and foreign language learning.

Language Teaching, 31, 117-135.Dörnyei, Z. (2001a). Motivational strategies
in language classroom. Cambridge: Cambridge University Press.
Dörnyei, Z. (2001b). Teaching and researching motivation. Harlow, England:
Longman.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and
motivation: Results of a longitudinal nationwide study. Applied Linguistics, 23,
421-462.
Dörnyei, Z., Csizér, K., &Németh, N. (2006). Motivation, language attitudes, and
globalisation: A Hungarian perspective. Clevedon, England: Multilingual
Matters.
Dörnyei, Z. (2009). The L2 motivational self [Link] Z. Dörnyei, & E. Ushioda
(Eds.), Motivation, language identity and the L2 self (pp. 9-42). Bristol:
Multilingual Matters.
Ehrman, M. E, Leaver, B. L., & Oxford, R. L. (2003). A brief overview of individual
differences in second language learning. Systems, 31, 313-330.
Gardner, R. C., & Lambert, W. E. (1972). Attitudes & Motivation in Second
Language Learning. Rowley, MA: Newbury House.
Gardner, R. C. (1985). Social psychology and second language learning: The
role of attitude and motivation. London: Edward Arnold.
Gardner, R. C., & McIntyre, P. D. (1993). A student’s contributions to second
language learning. Part II: Affective variables. Language Teaching, 26, 218-
233.
Gardner, R. C., & Tremblay, P. F. (1994). On motivation, research agendas, and
theoretical frameworks. The Modern Language Journal, 78, 359-368.
Gardner, R. C. (2000). Correlation, causation, motivation and second language
acquisition. Canadian Psychology, 41, 10-24.
Gardner, R. C. (2005). Gardner and Lambert (1959): Fifty years and counting.
Paper presented at the Canadian Association of Applied Linguistics.
Retrieved July 6, 2010, from [Link]
 6

Guilloteaux, M. J., & Dörnyei, Z. (2008). Motivating language learners: A

classroom-oriented investigation of the effects of the effects of motivational
strategies on student motivation. TESOL Quarterly, 42, 55-77.
Inbar, O, Donitsa-Schmidt, S., & Shohamy, E. (2001). Students’ motivation as a
function of language learning: The teaching of Arabic in Israel. In Z. Dörnyei,
& R. Schmidt (Eds.), Motivation and second language acquisition (pp. 297-
311). Honolulu, HI: University of Hawaii Press.
Karahan, F. (2007). Language Attitudes of Turkish students towards the English
language and its use in Turkish context. Cankaya University Journal of
Science and Arts, 7, 73-87.
MacIntyre, P. D., Noels, K. A., & Clément, R. (1997). Biases in self-ratings of
second language proficiency: The role of language anxiety. Language
Learning, 47(2), 265-287.
Matsumoto, M., & Obana, Y. (2001). Motivational factors and persistence in
learning Japanese as a foreign language. New Zealand Journal of Asian
Studies, 3(1), 59-86.
McGroarty, M. (1996). Language Attitudes, Motivation, and Standards. In S. L.
McKay, & N. Hornberger (Eds), Sociolinguistics and Language Teaching.
Cambridge: Cambridge University Press.
Mondada, L., & Doehler, S. P. (2004). Second language acquisition as situated
practice: Task accomplishment in the French second language classroom.
Modern Language Journal, 88, 501-518.
O’Doherty, E. F. (1975). Social Factors and Second Language Policies. In J. W.
Oller, & J. C. Richards (Eds.), Focus on the Learner: Pragmatic Perspectives
for the Language Teacher. Rowley, MA: Newbury House.
Ryan, S. (2005). Language learning motivation within the context of globalisation:
An L2 self within an imagined global community. Critical Inquiry in Language
Studies, 3(1), 23-45.
 7

QUESTIONNAIRE

1. Gender: (Please circle) Female Male

2. Department:.................................

3. Age:.........................

4. If you could choose, which foreign languages would you choose to learn next

year at school? Please

indicate three languages in order of importance.

1).........................

2)..........................

3).......................…

5. What foreign languages are you learning besides

English? ...............................................

6. How long have you been learning

English? ..........................................................…

PART I. In the following section we would like you to answer some questions by

simply giving marks from 1 to 5. Please circle only one number in each box that

best matches your opinion and don’t leave out any of them. Thanks.

5 = very much, 4 = quite a lot, 3 = so-so, 2 = not really, 1 = not at all

 8

5 4 3 2 1
7. How much do you like English?
8. How much do you like the people who live in
English-speaking countries?
9. How much do you think knowing English would
help your future career?
10. How much do you like to travel to English-
speaking countries?
11. How much would you like to meet people from
English-speaking countries?
12. How much would you like to become similar to
the people who speak English?
13. How much do you like English films?
14. How much do you like English magazines,
newspapers, or books?
15. How much do you like the music of English-
speaking countries?
16. How much do you like the TV programmes
made in English-speaking countries?
17. How important do you think learning English
is in order to learn more about the culture and art
of its speakers?
18. How much do you like the atmosphere of your
English classes?
19. How much do you find learning English is
really interesting?
20. Do you always look forward to English
classes?
21. Do you really enjoy learning English?
22. Do you think time passes faster while
studying English?
23. How much do you think knowing English
would help you to
become a more knowledgeable person?
 9

PART II. Now there are going to be statements some people agree with and

some people don’t. We would like to know to what extent they describe your

feelings or situation. After each statement you’ll find five boxes. Please put a

cross (X) in the box which best expresses to what extent you agree with the

statement about your feelings or situation.

• There is no right or wrong answer—we are interested in your personal opinion.

Strongly Agree Neither Disagre Strongly

agree agree e disagree
nor
disagree
24. If an English course
was offered in the future, I
would like to take it.
25. I am working hard at
learning English.
26. I would like to study
English even if I were not
required.
27. I imagine myself as
someone who is able to
speak English.
28. I can imagine myself
speaking English as if I
were a native speaker of
English.
29. Whenever I think of my
future career, I imagine
myself using English.
30. Learning English is
necessary because people
surrounding me to do so.
31. My parents believe that
I must study English to be
 10

an educated person.
32. My family put a lot of
pressure on me to study
English.
33. Studying English can
be important to me
because I think it will some
day be useful in getting a
job and/or making money.
34. Studying English is
important to me because I
am planning to study
abroad.
35. Studying English is
important to me because
with English I can work
globally.
36. I study English in order
to keep updated and
informed of recent news of
the world.
37. I have to learn English
because without passing
the English course I cannot
graduate.
38. I have to learn English
because I don’t want to fail
the English course.
39. I have to study English;
otherwise, I think I cannot
be successful in my future
career.
40. Studying English is
important to me in order to
 11

achieve a special goal

(e.g. to get a degree or
scholarship).
41. Studying English is
important to me, because I
would feel ashamed if I got
bad grades in English.
42. Learning foreign
languages makes me fear
that I will feel less Turkish
because of it.
43. Learning English is one
of the most important
aspects of my life.
 12

[Link]: A QUANTITATIVE STUDY OF THE PERCEIVED IMPACT OF

SOCIAL MEDIA NETWORKS ON BAHRAINI USERS’ ENGLISH LANGUAGE

LEARNING

INTRODUCTION

During the last decade, the inception of the evolving and phenomenal

facets of social media networks has been a fundamental breakthrough that has

played a major role in the lives of millions of people. According to the latest data

available on Statista (2020), there are around 3.96 billion social media users
 13

across the globe. Social media networks range from microblogs such as Twitter

and sites and applications such as Facebook, YouTube, Tumblr, Instagram,

LinkedIn, and Snapchat.

Social media networks have influenced all the socioeconomic, political,

educational and personal aspects of life. In the area of education, a significant

number of research studies have been conducted to gauge the effectiveness of

these networks in different disciplines. Linguistically speaking, the influx of

linguistic output on social media represents a myriad of opportunities for

language learners to process language and receive input as young users of

social media networks spend more than half of their days using and interacting

on these networks using their language and communication skills. Hence, online

conversations, whether oral or written, have replaced conventional face-to-face

dialogues, leading to significant changes in the users’ daily language and

repertoire. The widespread use of smartphones, laptops, and tablets with affluent

and facile social media applications has perhaps availed rich linguistic input at

the fingertips of their users and have contributed in the production of

comprehensible L2 output.

RESEARCH PROBLEM

The current research study aims at examining the effect of social media on the

English language in Bahrain from the users’ perspectives. In particular, the study

endeavors to answer the following main research questions:

1. What social media networks are the most frequently used by Bahrainis?
 14

2. What is the level of Bahraini people’s overall perception of the effects of social

media on their English language learning?

3. What are the most influenced English language skills by the use of social

media?

4. What are the variables that affect English language learning on social media?

5. Are there significant differences in Bahraini people’s overall perceptions

towards the effects of social media on their language leaning and their gender

and age?

THEORY

The body of literature reflects a significant number of studies in the area of

the effects of social media on the linguistic output of non-native speakers of

English (NNSs). According to Chomsky (2014), our language is constantly,

inevitably, and naturally changing, transforming, and becoming more adaptive to

its users due to the changes in our contemporaries. More particularly, the

inception and rapid development of social media networks as eminent pastime

has led to the establishment of a distinctive language system necessary for

operative communication (Attila, 2017). Baldwin (2012, p.58) posits that social

media can be both a friend and a foe for natural language processing. While he

considers social media a cause for “spelling inconsistencies, the free-form

adoption of new terms, and regular violations of English grammar norms,” he

refers to the advantage of ‘lexical normalization’ in the same linguistic milieu. In

this regard, Thurairaj, Hoon, Roy, and Fong (2015) investigated whether social

media networks were ‘making or marring academic English’ and whether

 15

occasional online code-switching and erratic spelling affect NNSs’ language

learning process. Their statistical findings revealed that the discourse utilized on

social media had not affected the participants’ English language proficiency due

to their enhanced consciousness of the differences between their online informal

meta-language and their formal academic language.

With reference to particular language skills, a significant number of studies

have found that the use of social media enhances learners’ grammatical

complexity and vocabulary acquisition and learning (Al Jahrami, 2019; Attila,

2017; Mason & Rennie, 2008; Mills, 2011; Stevenson & Liu, 2010). Khan, Ayaz,

and Faheem (2016) investigated the role of social media

in enhancing English vocabulary and found it significant.

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Al Ayam Newspaper (2020). Bahrain ranks fourth globally in the use of the
Internet. Retrieved 29 June 2019 from
[Link]
Al Jahrami, D. (2019). The impact of online discussions on the accuracy of the
written output of Bahraini L2 university students. In: S. Hidri (ed.), English
Language Teaching Research in the Middle East and North Africa (pp. 637-
666). Cham: Palgrave Macmillan.
 16

Attila, B. (2017). The effects of social media on the language: Do social networks
have damaging or constructing effects on language? Retrieved 29 June 2019
from [Link]
Baldwin, T. (2012). Social media: Friend or foe of natural language processing?
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[Link]
Blattner, G., & Fiori, M. (2011). Virtual social network communities: An
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Chomsky, N. (2014). Aspects of the Theory of Syntax. Cambridge, Mass.: The
MIT Press.
Hulstijn, J. H. (2013). Incidental learning in second language acquisition. In C. A.
Chapelle (Ed.), The Encyclopaedia of Applied Linguistics (Vol. 5, pp. 2632-
2640). Chichester: Wiley-Blackwell.
[Link]
Kabilan, M. K., Ahmad, N. & Zainol Abidin, M. J. (2010). Facebook: An online
environment for learning of English in institutions of higher education?
Internet and Higher Education, 13, 179-187.
Khan, I., Ayaz, M., & Faheem, M. (2016). The role of social media in
development of English language vocabulary at university level. International
Journal of Academic Research in Business and Social Sciences, 6(12), 590-
604. doi: 10.6007/IJARBSS/v6-i12/2444
Klimanova, L., & Dembovskaya, S. (2013). L2 identity, discourse, and social
networking in Russian. Language Learning & Technology, 17(1), 69-88.
Retrieved 29 June 2019 from
[Link]
 17

Krashen, S. (2003). Explorations in Language Acquisition and Use. Portsmouth:

Heinemann.
Li, V. (2017). Social media in English language teaching and learning.
International Journal of Learning and Teaching, 3(2), 148-153.
Lin, C.-H., Warschauer, M., & Blake, R. (2016). Language learning through social
networks: Perceptions and reality. Language Learning & Technology, 20(1),
124-147. Retrieved 29 June 2019 from
[Link]
Mason, R., & Rennie, F. (2008). E-Learning and Social Networking Handbook.
Resources for Higher Education. Abingdon, Oxon: Routledge.
Mills, N. A. (2011). Situated learning through social networking communities: The
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CALICO Journal, 28(2), 345-368.
Mitchell, K. (2012). A social tool: Why and how ESOL students use Facebook.
CALICO Journal, 29(3), 471-493.
Mukherjee, S. & Bhattacharyya, P. (2013). Sentiment analysis in Twitter with
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 18

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 19

Thurairaj S, Hoon, E. P., Roy, S. S. & Fong, P. K. (2015). Reflections of students’

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[Link]: ANXIETY IN ENGLISH LANGUAGE LEARNING: A CASE STUDY OF

ENGLISH LANGUAGE LEARNERS IN SAUDI ARABIA

INTRODUCTION

Second or foreign language education has expanded rapidly during the

last few decades in Saudi Arabia and many English language courses are

offered from primary to advanced levels at many schools, institutions and

 20

universities. Many English language learners in Saudi Arabia and around the

world still have difficulty in comprehending and employing English language

skills. Thus, many researches haven been conducted to determine the

relationship between language anxiety and achievement in the target language.

Language anxiety is not a new phenomenon. Language anxiety as a specific

aspect of language acquisition has occupied a great body of research for the

past few decades. Language anxiety has long been recognized as an obstacle in

second or foreign language learning. In other words, language anxiety is a

negative emotional state; therefore, it can have a negative impact on how to

learn or acquire the target language. Language anxiety, recognized as an

affective factor in foreign language learning (Gardner & MacIntyre, 1992).

Today, English is one of the most important languages in the world.

Further, English today is needed almost everywhere. In Saudi Arabia, Arabic is

the official language, it is the language of instruction and communication at all

levels. On the other hand, English language is well known as a foreign language,

it is the most studied foreign language in Saudi Arabia at all education levels. A

foreign language is “one that is learned in a place where the language is not

typically used as the medium of ordinary communication” (Oxford & Shearin

1994, p. l4).

RESEARCH PROBLEM
The research questions of this study are as follows:

1) What is the level of language anxiety among EFL students in the faculty of

education at Princes Nora University?

 21

2) Are there any significant relation between the level of language anxiety and

the following variables: (a) year in the specific program, and (b) students age?

THEORY

Language research has showed the effect of language anxiety on students’

achievement and performance in English language learning. Early studies

learning found a strong relationship between language anxiety and language

learning and achievement (Horwitz et. al., 1986). If a student he or she feels

anxious in the classroom, the possibility of having a frustrating and bad

experience with the foreign language increases (Gregersen & Horwitz, 2002).

Ewald (2007) found that high levels of anxiety usually had a negative effect on

the language acquisition process. Language learners who experienced language

anxiety will lead them to feeling of worried about failing. Yan and Horwitz (2008)

conducted a study to examine the factors associated with students’ anxiety in

language learning in China and founded that comparison with peers, learning

strategies, and language learning interest and motivation were the most

immediate factors. Another study conducted by Woodrow (2006) to examine the

correlation between anxiety and language performance among EFL learners who

attended English for Academic Purposes (EAP) courses. The findings indicate

that the most frequent reported cause of anxiety was fear of interacting with

native speakers, giving oral presentations and performing in front of classmates.

Language anxiety also is a strong indicator of negative attitudes towards

language learning. Chao (2003) conducted a study that employed both

qualitative and quantitative methods to investigate the level of anxiety among

 22

private college students who learned English as a foreign language in Taiwan.

The findings of this study revealed that the level anxiety was moderately high.

Onwuegbuzie, Baily and Daley (1999) examined the factors predicted foreign

language anxiety and found significant relations between the following variables:

age, academic achievement, prior high school experience with foreign

languages, and expected overall average for current language course. In terms

of students age it was found that older students had higher language anxiety

than did younger students.

REFERENCES
Çatatay, V. (2015). Examining EFL students’ foreign language speaking anxiety:
The case at a Turkish state university. Procedia - Social and Behavioral
Sciences, 199, 648-656. [Link]
Chao, C. (2003). Foreign language anxiety and emotional intelligence: A study of
EFL students in Taiwan. Texas A & M University–Kingsville. Retrieved from
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Chen, M. L. (2007). Test anxiety, reading anxiety and reading performance
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Cheng, H. (1997). The impacts of teachers’ beliefs on students’ anxiety about
foreign language learning. The Proceedings of the Sixth International
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 23

Ewald, J. D. (2007). Foreign language learning anxiety in upper-level classes:

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[Link]
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three stages of cognitive processing in computerized vocabulary learning.
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foreign language anxiety. Applied Psycho-Linguistics, 20, 217-239.
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Oxford, R., & Shearin, J. (1994). Language learning motivation: Expanding the
theoretical framework. Modem Language Journal, 78, 12-28.
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Price, M. L. (1991). The subjective experience of foreign language anxiety:
Interview with highly anxious students. Language anxiety: From theory and
research to classroom implications. In E. K. Horwitz, & D. J. Young (Eds.),.
Englewood Cliffs, NJ, Prentice Hall: 101-108.
Sanders, D., & Wills, F. (2003). Counselling for anxiety problems (2nd ed.).
London: Sage.
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[Link]
 24

Williams, K. E., & Andrade, M. R. (2008). Foreign language anxiety in Japanese

EFL university classes: Causes, coping, and locus of control. Electronic
Journal of Foreign Language Teaching, 5(2), 181-191.
Woodrow, L. (2006). Anxiety and speaking English as a second language. RELC
Journal, 37(3), 308-328. [Link]
Yan, J. X., & Horwitz, E. K. (2008). Learners’ perceptions of how anxiety interacts
with personal and instructional factors to influence their achievement in
English: A qualitative analysis of EFL learners in China. Language learning,
58(1), 151-183. [Link]
Ying, Z. (2008). Anxiety and second/foreign language learning revisited.
Canadian Journal for New Scholars in Education, 1(1), 1-12.
Young, D. J. (1999). Affect in foreign language and second language learning: A
practical guide to creating a low-anxiety classroom atmosphere. Boston, MA:
McGraw-Hill.

QUALITATIVE STUDIES

[Link]:THE IMPLEMENTATION OF ONLINE LEARNING IN ENGLISH

LANGUAGE TEACHING DURING PANDEMIC: THE TEACHERS’ VOICE

INTRODUCTION

Nowadays, Covid-19 disease has seriously affected many human life

aspects. Its gigantic impact has influenced numerous sectors, such as economy,

politic, health, and education. Education sector has been one of the big areas

that get impact by Covid-19 disease. In order to minimizing the transmission of

 25

infectious diseases, the Minister of Education makes policies for students and

also the teacher to do the learning process at home. As a result, education has

changed dramatically, with the distinctive rise of e-learning, whereby teaching is

undertaken remotely and on digital platforms. The government does not limit the

platforms on specific application on conducting E-Learning because it is based

on the environtment of each school. Thus, some schools use social media or

applications during covid-19 disease as many research also have been

conducted that social media and applications can be used to teach English

because it suits students’ character (Oktaviani and Desiarti, 2017), improves their

autonomous learning (Aminatun and Oktaviani, 2019), and boost their

understanding (Oktaviani et. al, 2020).

Moreover, some schools in secondary level in Indonesia have used the

website E-Learning as their media learning. Some schools make their own

website to do online learning as well as government also provides a website

namely Rumah Belajar to help both teachers and students to conduct online

learning. Every website has its own features to helps teachers to create an online

classroom area in which all of the documentation their students need can be

handled. Then, how can students learn English online while the fact that learning

English in class is still hard for some students? It does not rule out the possibility

that we would find the problems in using e-learning. The researchers have an

opportunity to teach online learning to Senior High School students during this

Pandemic. For at least one month, the researchers found some experiences

while teaching students with online learning, and even it is the advantage or
 26

disadvantage to teaching students using the website as media learning. The

teachers could not face their students normally, but they still have to teach them.

So, the teachers were using the website as a media for their online learning. This

is not the first time in education to teach students in online learning, the study

was conducted by Yanti (2018) in secondary level of school in Pasaman, city of

West Sumatera, Indonesia, showed that more than a half of teacher-reported

positive perception about the use of E-Learning. In the result of the data, 55% of

teachers reported positive perceptions about perceived ease of use, and 25%

strongly agree that e-learning is useful for the teacher. Having a website of online

learning as the platform helps the educator to record the discussions' results

which later would be used to assess their performance (Ayu, 2020). Another

teacher also agreed that the utilize of e-learning was helpful for students'

engagement. Teachers perceived the implementation of online learning as very

helpful to conduct their virtual classroom. Moreover, implementation e-learning

saves their time much. Teachers no need to spend time copying materials and

distribute them to students. Through one click, all the materials can easily be

admitted. This is the benefit of using technology which can save time, so

teachers would have more spare time to prepare the lessons (Beuning, 2014).

Further, in researchers’ experience, while teaching with online learning,

this media makes all students and teachers easy to do their own work. Teachers

can still make an assignment, an announcement, store classroom materials, and

allow students to interact with each other. The teacher can still make a deadline

for the student, so the assignment will be clear. Then, for the students, they still
 27

have material from the teacher, even if it is a video or slide that can be used and

students can still interact with their friends if there is any discussion on some

topics (Ayu, 2018; Sari and Oktaviani, 2021). So, e-learning is good enough to

complete the learning process. There are discussions, tools for material,

deadline, asking and questions can be done in E-learning. However, the learning

process depends on the teachers in how they guide the students, creating the

teaching-learning process becomes comfortable, and teachers need to have a

clear understanding of their teaching background and the challenges and

opportunities available in the online setting to plan effectively for e-Learning

(Yuliansyah & Ayu, 2021). Previous research on teacher concerns and

technology adoption challenges suggests that significant professional

development of teachers should be considered in the interests of teachers

(Rakes, 2015).

Besides implementation e-learning, there are some problems that can

affect the learning process inside. The researchers also faced these problems

when teaching online learning, since there are many differences in students'

areas that can not be accessed by the internet, it truly affected their learning

process. Sometimes they cannot download the material or even cannot open the

website because their houses do not have internet access.

Further, not only the internet access, it because some students do not

have their own phone. Many students used their parents' phones to access the

website because they limit access to their phones. So, they cannot directly do the

assignment or download the assignment because of this situation. Since some

 28

families have parents home all day, while other parents have to go to work, then

some school systems do online classes all day long, and students are completely

involved and have a lot of homework, and there is not anything that parents need

to do. We can look back to the Influenza Pandemic in 1918, in which both

teachers and students that all them did not have a handphone. To solve this

problem, students during the 1918 pandemic took care of their learning without

access to their teachers: they read the few books they had, kept journals, and

wrote extensive letters. So it means students must not depend on the media,

they must find other media to learn English in this Pandemic.

In this study, the researchers would like to find the implementation and the

benefits of using website Rumah Belajar for e-learning in detail based on

teachers’ point of view in the online learning English process, whether the

teachers could implement website Rumah Belajar maximally.

RESEARCH PROBLEM

The researcher used qualitative research and got data from the teacher

teaching students in second grade. The researchers asked a list of questions that

are related to the issues in this study. One of the most popular qualitative

methods of research is performing in-depth interviews. It is a private interview

that is conducted with one respondent at a time. This is strictly a form of

discussion and encouragement.

The study planned to observe the teacher when they were using Rumah

Belajar, then, the researchers interviewed the teacher in the school. After

conducting the observation and interview, the researchers could interpret the
 29

data by comparing the data in observation and interview. The data can show

whether there is a benefit in implementationg e-learning in a pandemic situation

THEORY

First, the study was conducted by Sabar (2011) at the International

English School. The research was a descriptive qualitative study conducted

Central Office of Briton International English School of Makassar located on Jl.

Lasinrang. The method of obtaining the data was recording, interview with 7

informants, class observation, documentation, and literature study. The data

were analyzed by using Miles dan Huberman interactive model. The research

results reveal that the multimedia center in Briton International English School of

Makassar has a role as a supporting facility for the syllabus of English learning

process in Briton International English School of Makassar. It functions as a

facility to access the Web (E-Learning), as an interesting and attractive learning

facility to the students since they are more closely related to information and

communication technology of English learning process, and a facility for the

students to get together have a discussion.

Second, the study was conducted by Alhumaid (2020) at the university

level. The participants in the research were 30 university-level instructors from

Rawalpindi, Pakistan. The study aims to examine the teachers' perceptions

regarding online learning as a substitute for formal education. By using the

Technology Acceptance Model (TAM) as the conceptual framework. The finding

revealed a positive relationship between technology acceptance and eLearning

during Covid-19 in Pakistan. Overall, the respondents expressed a favorable

 30

opinion concerning e-Learning acceptance during the lockdown situation and its

impacts on students' academic performance. This meant that utilize technology

has been familiar for the instructor. Then, e-learning itself became a source of

data. This was to determine how much students were using the platform, but also

how they were interacting with other students and the platform itself.

Third, the study was conducted by Tanveer (2015) at the University

College. Following the qualitative and quantitative research approaches, the

study interviewed 8 English lecturers and administered a five-point Likert scale

questionnaire with 46 learners. The qualitative data were analyzed using a

coding system, and quantitative data were analyzed using a computer excel

program to get the highest and lowest percentage of subjects' responses. The

study tried to explore the perceptions of students and teachers regarding the use

of e-learning pedagogical tools in a language classroom, the challenges they

face, and some strategies to enhance the practical application of e-learning tools

in classroom-based language teaching. The finding showed that both teachers

and learners perceive that e-learning: helps students take ownership of their

learning, provides diversification of activities, fosters intrinsic impetus of

education, enables introverted students to interact better, permits acquiring

valuable study and time management skills, allows teachers to have more

student-centered form of learning, etc. So it means that overall, respondents are

satisfied with e-learning, thus show it is effective as an active learning tool.

With the previous study, this study has a distinct study design, setting, and

participant. Most of the previous studies used qualitative research such as

 31

surveys, interview, and observation. This performed in the second grade of

senior high school, using a qualitative approach by performing observation and

interview. In this study, the researchers would like to find out implementation

Rumah Belajar as the platform of e-learning to help teachers teach English at

second grade of senior high school in this Pandemic-Covid.

REFERENCES

Adeniyi, O. (1995). Staff training and development in Ejiogu (eds). Reading in

Organizational Behaviour in Nigeria, Lagos. Maltho use Press Ltd, p. 159-

167.

Alhumaid, K. A. (2020). COVID-19 & E-learning: Perceptions &Attitudes of

Teachers Towards E-Learning Acceptance in The Developing Countries.

Multicultural Education, 6(2), 108-109.

Allan, H. K. (2008). Exploring Teacher Acceptance of E ‐Learning Technology.

Asia-Pacific Journal of Teacher Education, 36(3), 229-243.

Aminatun, D. & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous

Learning Skills through Language Learning Application. Metathesis: Journal

of English Language, Literature, and Teaching, 3(2), 214-224. DOI:

10.31002/metathesis.v3i2.1982.

Asnawi, N. (2018). Pengukuran Usability Aplikasi Google Classroom Sebagai E-

Learning Menggunakan USE Questionnaire (Studi Kasus: Prodi Sistem

Informasi UNIPMA). Journal of Computer, Information System, & Technology

Management, 1(2), 17-21.

 32

Ayu, M. (2018). Interactive activities for effective learning in the overcrowded

classroom. Linguists, 4(2), 1-6.

Ayu, M. (2020). Online learning: Leading e-learning at higher education. The

Journal of English Literacy and Education, 7(1), 47-54.

Ayu, M., Sari, F. M., & Muhaqiqin, M. (2021). Pelatihan Guru dalam Penggunaan

Website Grammar Sebagai Media Pembelajaran selama Pandemi. Al-

Mu'awanah: Jurnal Pengabdian kepada Masyarakat, 2(1), 49-55.

Beuning, P. B. (2014). Teach Better, Save Time, and Have More Fun: A Guide to

Teaching and Mentoring in Science. Arizona: Research Corporation for

Science Advancement.

Folorunso, O. (2006). An Exploratory Study of the Critical Factors Affecting the

Acceptability of E-Learning in Nigerian Universities. Information Management

and Computer Security 14(5), 496-505.

Iqbal, M. &. (2010). Enhancing Quality of Education through E-Learning: The

Case Study of Allama Iqbal Open University. Turkish Online Journal of

Distance Education,11, 84-97.

Mafa, K. R. (2018). Capabilities of Google Classroom as a Teaching and

Learning Tool in Higher Education. Botswana: International Journal of

Science Technology and Engineering, 5(5).

Oktaviani, L. & Desiarti, E. (2017). A Lecturer’s and Students’ Perspective

Toward Ethnic Snake Game in Speaking Class at Universitas

Muhammadiyah Malang. TEKNOSASTIK: Journal Bahasa dan Sastra, 15(2),

53-59. DOI: [Link]

 33

Oktaviani, L., Mandasari, B., & Maharani, R. A. (2020). Implementing Powtoon to

Improve Students’ International Culture Understanding in English Class.

Journal of Research on Language Education, 1(1), 19-25. DOI

10.33365/jorle.v1i1.779

Oktaviani, L., & Sari, F.M. (2020). Reducing Sophomore Students’Dilema in

Creating an Appealing Teaching Medium Through Slidesgo Usage. Jurnal

IKA PGSD (Ikatan Alumni PGSD) UNARS, 8(2), 342-349.

Rakes, G. C. (2015). Teaching online: Discovering teacher concerns. Journal of

Research on Technology in Education, 47(4), 229-241

Randy, G. (2011). E-Learning in the 21st Century. A Framework for Research

and Practice, 2, 110-111.

Sabar, K. R. (2011). The Using Web (E-Learning) In Learning Process in Briton

International English School. Jurnal Komunikasi KAREBA, 448-454.

Sari, F.M., & Oktaviani, L. (2021). Undergraduate Students’ Views on the Use of

Online Learning Platform during COVID19 Pandemic. TEKNOSASTIK:

Journal Bahasa dan Sastra, 19(1), 41-47. DOI:

[Link]

Shaharanee, I. N. (2018). The Application of Google Classroom as a Tool for

Teaching and Learning. Malaysia Utara University, 8(10).

Tanveer, M. (2015). Integrating E-learning in Classroom-based Language

Teaching: Perceptions, Challenges and Strategies International Conference:

"ICT for Language Learning", 2-4.

 34

Yanti, A. S. (2018). Teacher’s Perception about the Use of E-Learning/Edmodo

in Educational Activities. IOP Conference Series: Materials Science and

Engineering, 4. Yuen, H. L. (1999). Improving IT training for serving teachers

through evaluation. In G. Cumming, T. Okamoto, & L. Gomez (Eds).

American: IOS Press, 2, 441-448.

Yuliansyah, A. & Ayu, M. (2021). The Implementation of Project-Based

Assignment in Online Learning during Covid-19. Journal of English Language

Teaching and Learning, 2(1), 29-34

[Link]: MOTIVATING STUDENTS IN THE EFL CLASSROOM: A CASE

STUDY OF PERSPECTIVES

INTRODUCTION

Motivating students in the English as a foreign language (EFL) classroom

is often a complex and difficult task that involves a multiplicity of psycho-

sociological and linguistic factors (Dornyei, 1998; 2010a), but most English

teachers will attest to the important role motivation plays in the teaching/learning

process. While motivation has been defined in many ways (Liuoliene &
 35

Metiuniene, 2006), in this paper it is simply used by the authors to refer to

effective strategies that could help the learners develop their English language

skills. How to go about this is a long story with many ups and downs shared by

many teachers in staff rooms. This paper, quite unique in the view of the authors,

attempts to tackle the problem of ‘motivation’ in the EFL Program at one

American affiliated university in Lebanon. This is part of our story. First we give

some background of the context and some main related research.

Lebanon is a pluralistic country where multilingualism and multiculturalism

prevail (Thonhauser, 2000). Although Arabic, French, and English are the three

main languages used in the country (Shaaban, 1997), many more languages are

heard and taught in the different educational institutions. The school systems at

both the private and the public sectors teach a minimum of three languages.

Arabic, the native language, is only taught in Arabic language classes. English or

French, depending on the school medium of instruction, is taught as a language

and is used to teach all school subjects. Again either English or French is also

taught as the third language (Shaaban & Ghaith, 1999; Thonhauser, 2000).

Despite the importance attached to the second/foreign language, when some

students reach university, they still face difficulties coping with English for

academic purposes. In this paper, we present the recurrent problems students

face in these language classrooms. We elicited students and teachers’ views of

the problems that hinder students’ progress in discussing engagingly, thinking

critically, and writing academically in the target language and then suggest

strategies to motivate them to use the target language effectively. This study is
 36

innovative as it seeks university students’ views on motivation, a topic that is not

rigorously studied on L1 Arabic speakers in the Lebanese context and which

could be applicable to other similar contexts.

RESEARCH PROBLEM

As mentioned at the beginning of this paper, the aim of the study us to find

out the views of the teachers and students of what hinder students’ language

learning in the English language classroom in discussing engagingly, critical

thinking, and academic writing.

THEORY

Research on L2 motivation (until the early 1990s) was inspired by Gardner

(1983; 1985), Clement (1980) and their colleagues. L2 motivation was then seen

as influenced by learners’ attitudes towards social perceptions of the L2 and its

speakers, their interethnic contact and the resulting degree of linguistic self-

confidence (Dornyei, 2001a). For example, Gardner (1985, p.6) reports that

students’ attitudes towards a specific language group are bound to influence how

successful they will be in incorporating aspects of that language. This is

especially true considering that learning a foreign language is different from

learning other subjects as language is viewed as part of one’s identity. Williams

(1994) argues that learning a foreign language involves far more than simply

learning skills or a system of rules, or a grammar. According to him, it involves an

alteration in self-image, the adoption of new social and cultural behaviors and

ways of being and, therefore, has a significant impact on the social nature of the

learner.
 37

In addition, research in L2 motivation by Dornyei (1990, 1994, 1997, 1998,

2001a, b) and Williams (1994) revealed a need for a more pragmatic education

centered approach, examining classroom reality and identifying and analyzing

classroom specific motives. For example, an empirical survey of motivational

strategies in language classrooms in Hungary (Dornyei & Csizer, 1998) resulted

in ten commandments for motivating language learners (p. 215): teachers should

set a personal behavior example, make sure that the class atmosphere is relaxed

and pleasant, present tasks properly to the learners, have good teacher-student

relationships, work on increasing learners’ self confidence, ensure that language

classes are interesting to the students, promote as much as possible learners’

autonomy, personalize the learning process, increase learners’ goals, and make

sure that learners are familiar with the target language culture. The study was

replicated on Taiwanese students (Cheng & Dornyei, 2007), but the results

differed due to the different background, tradition, identity and culture of the

participants. Cortazzi and Jin (1999) also found that culture and identity are two

essential variables in motivating L2 learners.

Other researchers also argued that L2 involves the development of an L2

identity and incorporating elements from the L2 culture and contains

environmental factors, cognitive factors, featured personality, and social

dimensions (Dornyei, 1998). Simard and Wong (2004) support this development

of second language awareness as it not only improves second language

learning, but it also promotes greater cross cultural understanding among the

second language learners. Taking this identity theory further and not excluding
 38

previous motivation theories, Dornyei (2010b) has recently described this new

approach in second language learning as the ‘L2 motivational self esteem’ which

links the learning of the foreign language to one’s personal ‘core’ or identity. This

has implications for learning a foreign language in that the learner develops ‘self

maturity’ and thus ‘self motivation’ in acquiring the target language.

REFERENCES

Al Jarf, R. (2004). The effects of web-based learning on struggling EFL college

writers. Foreign Language Annals, 37(1), 49 – 57. doi:10.1111/j.1944-
9720.2004.tb02172.x, [Link] 10.1111/j.1944-9720.2004.tb02172.x
Anderson, R. C., Hiebert, E. H., Scott, J. A., & Wilkinson, L. A. (1985). Becoming
a nation of readers. Washington: The National Institutes of Education.
Burden, P. (2004). An examination of attitude change towards the use of
Japanese in a university English ‘conversation’ class. RELC, 35(1), 21 – 36.
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403 500104
Campbell, J., Smith, D. & Brooker, R. (1998). From conception to performance:
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Cheng, H.F. & Dornyei, Z. (2007). The use of motivational strategies in language
instruction: The case of EFL teaching in Taiwan. Innovation in Language
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[Link] 10.2167/illt048.0
Clement, R. (1980). Ethnicity, contact, and communicative competence in a
second language. In E. Giles, D. Robinson, & P.M. Smith (Eds.) Language:
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group cohesion in the foreign language classroom. Language Learning, 44,
 39

417 – 448. doi:10.1111/j.1467-1770.1994.tb01113.x,

[Link]
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language level and culture in a hybrid context. Foreign Language Annals, 37
(1), 85 – 95. doi:10.1111/j.1944-9720.2004.tb02176.x,
[Link]
Fortini, M. & Fitzpatrick, M. (2000). The universal design for promoting self-
determination. In R. [Link] & J. S.
Thousand (Eds.) Restructuring for caring and effective education: Piecing the
puzzle together (2nd ed.) (pp. 575 – 589). Baltimore: Paul H. Brookes.
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Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New
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 40

Yang, A. & Lau, L. (2003). Student attitudes to the learning of English at

secondary and tertiary levels. System, 31, 107 – 123. doi:10.1016/S0346-
251X(02)00076-3, [Link] 10.1016/S0346-251X(02)00076-3

QUESTIONNAIRE
Students’ interview questions
Which skills are emphasized more in your English classes?
In your opinion, what are the objectives of the English classes at the university?
Should English language classes be obligatory or optional?
Do you like the way the classes are taught?
Do you find the time you spend in the classes to be interesting?
Do English language courses meet your needs regarding the use of the English
language?
What are three benefits of the English language courses?
Do you think that the English language classes help you cope better with other
courses at the university? If yes, how?
What do you like/ dislike about the English language classes?
Teachers’ email questionnaire
Would you answer the following questions related to the teaching/learning of
English language classes at the university?
According to you what are the five most important problems that hinder the
students’ progress in the language classes?
According to you what are the two most important strategies to help learners
discuss engagingly in the target language?
According to you what are the two most important strategies to think deeply in
the target language?
According to you what are the two most important strategies to write
academically in the target language?
 41

[Link]: GRAPPLING WITH THE LEARNING MODULES: EXPERIENCE OF

PUBLIC ELEMENTARY PUPILS ATTENDING ENGLISH WRITTEN MODULAR
CLASSES

INTRODUCTION

Education is the key to success, progress, and development. Education of

the younger generation is essential as young people are considered the future of

the nation. COVID-19 dramatically changed the economic situation and

educational course both in developed and underdeveloped countries [12]. The

impossible event became possible when schools were closed and face-to-face

instructions were suspended. Almost 80% of the total population of the enrolled
 42

students or 1.6 percent of children globally was endangered to be out-of-school

youth [36]. The lock downs magnified the existing literacy challenges and

consequently, increased the inequity between children in advantaged or less

advantaged literacy environments [14]. The first world countries shape the minds

of young people through technology while the third world countries prioritized

health care, and have difficulty balancing the different services, including

education.

UNESCO recommended the use of distance learning programs to open

educational programs and platforms. Meanwhile, the education sector of the

Philippines adopted means and programs to address the matter and make

learning alive through the use of different learning delivery modalities .Distance

learning modalities include modular distance learning, online distance learning,

and TV or radio-based instruction. The three modalities use learning modules:

modular distance learning (MDL) uses printed modules that facilitate independent

learning, and online distance learning (ODL) is sometimes called E-learning

where students attend online classes at home and work through digital lessons

and assessments. The combination of printed modules and online modalities is

called blended learning. Generally, urban areas used online learning. Rural areas

used MDL where students use self-learning modules (SLMs) in print or digital

format/electronic copy—whichever is applicable in the context of the learner—

and other learning resources like Learner’s Materials, textbooks, activity sheets,

study guides, and other study materials as provided by the Department of

Education. Distance learning was designed to reduce face-to-face contact and

 43

support physical distancing while preserving the education of millions of Filipino

learners. Department of Education claimed that distance learning modality is

most viable for independent learners, and learners supported by periodic

supervision of parents or guardians [9].

Education and literacy often intermingle with each other. Whereas literacy

refers to reading and writing skills, education means the use of these skills to

interpret the real world. Consequently, it is considered the foundation of

education [3]. The challenges in the educational system may also affect the

reading performances of pupils. According to the International Literacy

Association (ILA), the right to read is a basic and important human right that is

hard to realize [40].World Education has made efforts to improve literacy yet

presented 250 million children in the whole world to have insufficient literacy

skills in addition to the 773 million people who could hardly read and write [42].

Even before the pandemic, the Philippines has been low performing in reading,

among the countries and economies which participated in Programme for

International Student Assessment (PISA) in 2018. Results revealed that more

than 80% of students in the Philippines did not reach the minimum proficiency

level in reading [37]. It also implied that socio-economically advantaged students

performed better than disadvantaged students in reading [32]. PISA results also

reflected the learners’ performance in the National Achievement Test.

The quality of the educational system in the Philippines was even

worsened by the pandemic. Since face-to-face was prohibited and education was

already in every Filipino’s home, parents served as teachers’ co-workers in the

 44

education industry [6]. Teachers’ professional help in the actual teaching was

limited and parents played the vital role as home facilitators. Parents who have

higher educational attainment which correlates with the family income can

provide the pupils with technological equipment and have the capacity to assist

them in learning [25]. Consequently, parents who lack the academic knowledge

to guide their children and to teach kids complex lessons are challenges in

today’s educational situations [39].Same with some other countries, children

were able to access distance learning materials but some do not have well-

educated parents to help them[14].

The quality of the educational system in the Philippines was even

worsened by the pandemic. Since face-to-face was prohibited and education was

already in every Filipino’s home, parents served as teachers’ co-workers in the

education industry [6]. Teachers’ professional help in the actual teaching was

limited and parents played the vital role as home facilitators. Parents who have

higher educational attainment which correlates with the family income can

provide the pupils with technological equipment and have the capacity to assist

them in learning [25]. Consequently, parents who lack the academic knowledge

to guide their children and to teach kids complex lessons are challenges in

today’s educational situations [39].Same with some other countries, children

were able to access distance learning materials but some do not have well-

educated parents to help them[14].

RESEARCH PROBLEM
 45

Education is highly affected by the COVID-19 pandemic [41]. With the

2018 PISA result in the background and the new normal situation where learners

are left on their own to learn at their own pace, several challenges and issues

may arise to exacerbate the situation. According to Dantic [7], learners who are

not capable of independent learning would be a challenge to education in the

new normal situation. Hence, the purpose of this study is to explore the

circumstances of modular distance learning and to investigate the lived

experience of the grade 6 elementary pupils in interacting with the English written

modules in a rural area. Specifically, it intends to describe the perceptions of the

pupils to modular distance learning; its advantages and disadvantages, and the

strategies used by the learners to cope with MDL.

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