Learners’ motivation and learning strategies in english foreign language (EFI) in Indonesian context

This paper focuses on the field of individual differences in English Foreign Language (EFL) teaching and learning. Both motivation and language learning strategies in individual differences of students are emphasized among other factors. Motivation and language learning strategies are important to be understood as parts of student differences in English Foreign Language (EFL) learning in the context of learner-centered instruction. The issue of individual differences becomes important to develop the quality of EFL teaching and learning process. It summarizes the concept of motivation and language learning strategies, constraints in current English curriculum implementation, the importance of understanding motivation and language learning strategies in EFL teaching and learning, and poses those issues for further research on motivation and language learning strategies

Senior High School EFL Students’ L2 Motivational Configurations and Learning Outcomes: A Person-centered Approach

This study utilized a person-centered approach to explore senior high school EFL students’ motivations and their learning outcomes. Cluster analysis extracted four second language (L2) motivational configurations among the 922 participants: 1) the High Motive group which is characterized by high amount of L2 motivation, 2) the Performance-focused group which is characterized by low intrinsic motivation and a focus on examination scores, 3) the Socioculture-focused group characterized by low intrinsic motivation but an interest in the L2 culture, 4) and the Low Motive group characterized by low motivation. It was found that a good quality group was absent from this particular EFL context. The High Motive group and the Performance-focused group outperformed the other two groups in terms of the L2 learning outcomes. Integrative motivation emerged from the person-centered approach. Contextual factors such as the economic situation and influence of Confucianism were discussed in relation to the results. Keywords: Second language learning motivation, Motivational configuration, English as a foreign language, Learning outcomes, Person-centered approac

An Exploration of Student Experiences with Learner-Centered Instructional Strategies

In this exploratory study, we examined how undergraduate students experience learning in a learner-centered teaching environment and their perceptions of motivation towards learning material in an introductory public speaking communications course. Six faculty members participated in a semester-long study where their teaching strategies were observed. Three faculty members participated in a cognitive apprenticeship where they were taught how to implement learner-centered instructional strategies into their coursework. Participants were 109 students who were enrolled in an introductory public speaking course. Data was collected by means of classroom observations, interviews, and the administration of a survey. Our findings indicated that students who were engaged in learner-centered activities within the communications course demonstrate higher levels of motivation towards the course and are more actively engaged in their learning

Motivation and second language learning: Implications for ASL

Motivation is one factor which can influence second language learning. Research on second language learning and motivation influences instructional practices. In this review classic defInitions and aspects of motivation, including integrative and instrumental motivation, will be revisited. Through existing second language learning and motivation research, different instructional theories and strategies have been used and developed over time for the classroom. However, little research into motivation and learning American Sign Language (ASL) exists. Therefore, this paper wi11look into the research that has set out to study motivation and learning ASL. In addition, research centered on motivation and second language Learning in other languages will be reviewed in order to make comparisons to learning ASL and parallel the experiences. From this review, learning and instructional strategies will be applied to ASL

Persepsi dan Motivasi Belajar Mahasiswa Angkatan 2019 tentang Proses Pembelajaran di Fakultas Kedokteran Universitas Pattimura Ambon

Perception is a person's ability to organize an observation, these abilities include: the ability to differentiate, the ability to group, and the ability to focus. Motivation is an effort that encourages individuals to engage in certain behaviors in an effort to achieve goals. In general, motivation can be interpreted as an internal process that is influenced by the right stimulus, causing activity that is more intense than usual. This study aims to determine the perceptions and learning motivation of grade 2019 students more broadly and deeply about the learning process at the Faculty of Medicine of Pattimura University in 2019. This research is a descriptive study with a cross-sectional approach. The sample collected was 150 people using total sampling technique. Retrieval of data using a questionnaire. Perception frequency distribution of grade 2019 students at the Faculty of Medicine of Pattimura University Ambon regarding the learning process from teacher centered learning to student centered learning, the perception shown is very good as many as 109 people (72.6%) and good perceptions as many as 40 people (26.7%), many problems as much as 1 person (0.7%). Students with moderate learning motivation was 27 people (18.0%), high motivation was 123 people (82.0%)

'Great Expectations': The motivational profile of Hungarian English language students.

In this article we investigate what characterizes the language learning motivation of Hungarian English language students in terms of Dörnyei and Ottó's process model of motivation (Motivation in Action, 1998). We used a mixed-method research design, in which qualitative interviews conducted with 20 students were supplemented with questionnaire data gained from 100 participants in order to have a better understanding of the apparent discrepancy between students' and society's expectations of teaching English Language at tertiary level and the present educational system in Hungary. The ambivalent nature of English language students' motivational profile was found to reflect this situation. The interview data revealed that the respondents had very favourable motivational characteristics but they did not invest sufficient energy in maintaining and improving their language competence. This is explained with reference to a low level of learner autonomy primarily caused by teacher-centered instruction

More Efficient High Schools in Maine: Emerging Student-Centered Learning Communities

American K-12 public education all across the nation is at a difficult and critical crossroads. We are at a time when keen global competition underscores the need for exceptional performance in our primary and secondary schools. Yet, state and federal governments face unprecedented budget deficits and limited resources for the foreseeable future. Additionally, our schools are being called upon to do an even better job of preparing students for the 21st century. There is growing evidence that success in the 21st Century requires more than what has traditionally been the content of schooling. It requires more and different types of knowledge, skills, and learning. To help students acquire this knowledge base and skills, many educators and leaders are calling for transformative changes in our schools and changes in how we help students learn. This transformative change is called by many names: performance-based learning, standards-based learning, and student-centered learning. The Nellie Mae Education Foundation (NMEF) describes this transformation to more student-centered learning as the need for:... growing a greater variety of higher quality educational opportunities that enable all learners -- especially and essentially underserved learners -- to obtain the skills, knowledge and supports necessary to become civically engaged, economically self-sufficient lifelong learners. (2011) Can our schools be transformed to meet these challenges? More importantly, can they be high performing, efficient, and student-centered at the same time? To explore these questions, the Center for Education Policy, Applied Research, and Evaluation at the University of Southern Maine conducted a study in 2010-2011 of a sample of Maine high schools. Funded in part by the Nellie Mae Education Foundation, the study examined the degree to which these More Efficient high schools were also student-centered. In 2010, NMEF identified some of the key principles and attributes of studentcentered learning. The principles are that: Student-centered education systems provide all students equal access to the skills and knowledge needed for college and career readiness in today's world. Student-centered education systems align with current research on the learning process and motivation. Student-centered education systems focus on mastery of skills and knowledge. Student-centered education systems build student's identities through a positive culture with a foundation of strong relationships and high expectations. Student-centered education systems empower and support parents, teachers, administrators, and other community members to encourage and guide learners through their educational journey. The key attributes are that: Curriculum, instruction and assessment embrace the skills and knowledge needed for success. Community assets are harnessed to support and deepen learning experiences. Time is used flexibly and includes learning opportunities outside the traditional school day and year. Mastery-based strategies are employed to allow for pacing based on proficiency in skills and knowledge. The goal of the study reported here was to determine to what extent these principles and attributes may be found in the high schools. To that end, once a sample of More Efficient high schools was identified, the beliefs, strategies, and practices found in these schools were examined in light of the 2010 NMEF key principles and attributes

Motivation Strategies of Surabaya Aviation Polytechnic to Influence Cadets Listening Learning Outcomes

Officers involved in the world of aviation, especially pilots and ATC tower officers (Air Traffic Controllers) are required to learn the basics of English, especially phraseology, in order to communicate effectively and precisely. Over the past decade some experts have been interested in studying intrinsic learning motivation for English learning, have empirically examined the relationship between intrinsic learning motivation and various affective, behavior and cognitive variables. The aim of the study  to examine the effect of intrinsic learning motivation and extrinsic learning motivation on learning outcomes of listening to cadets at Surabaya Poltekbang. Providing contributions of thoughts and experiences to teachers and researchers regarding innovative learning in listening material through cognitive, metacognitive strategies and student-centered motivation levels. This study uses the dichotomy of intrinsic learning motivation and extrinsic learning motivation to investigate the effect of motivation on the use of metacognitive strategies and cognitive strategies, while listening to oral texts among Surabaya Poltekbang cadets. The motivation of students in learning foreign languages ​​is strongly influenced by attitude factors. Motivation in learning foreign languages ​​is influenced by two orientations, namely integrative (attitudes towards language and community of language speakers) and instrumental pragmatic benefits that are felt in learning languages) which are greatly influenced by the values ​​and attitudes of the community

PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA PADA MATA PELAJARAN FIQIH MATERI POKOK HAJI DAN UMRAH KELAS VIII MTS NEGERI BATU

The In MTS Negeri Batu there are still some challenges in the learning process of jurisprudence, such as the lack of motivation to learn students in MTS Negeri Batu on fiqh subjects. especially students of class VIII, learning activities are still centered on the teacher, namely conveying material with conventional methods, namely the lecture method which is the mainstay of the teacher in delivering lessons, as a result of the learning model seen in the teaching and learning process of jurisprudence, students do not pay attention to the lesson ie in students' interest in learning and motivation low learning. To increase students' motivation in class VIII, in this study the researchers applied the mind mapping method, through the mind mapping method students were expected to increase their active learning motivation. By making a summary of their own learning, students will be interested in the activity and will learn the learning they made themselves with pleasure. Kata Kunci: mind mapping, student motivation learning, fiqh

The influence of problem-based learning and direct teaching on students’ learning outcomes

One of the student-centered learning methods which is able to improve the students’ learning outcomes is Problem-Based Learning (PBL). This study examined (1) the difference in the learning results of students using PBL and Direct Teaching (DT) with high and low learning motivation and creativity, (2) the influence of learning methods with motivation and creativity toward learning outcomes, and (3) the difference in the learning results of students using PBL and DT in terms of learning motivation and creativity. The subject consisted of students of Vocational High Schools or Sekolah Menengah Kejuruan N 1 Ngawen. The data analysis used an ANOVA test and a T-test. The results revealed (1) insignificantly different learning outcomes between the use of PBL and DT, (2) insignificantly different learning outcomes with the significance of 0.652 between students with high and low motivation, (3) significantly different learning outcomes with the significance of 0.039 between students with high and low creativity, (4) influence of the interaction between learning methods with learning motivation to the learning outcomes, (5) influence of the interaction between learning methods with creativity to the learning outcomes, (6) insignificantly different learning outcomes between students using PBL and DT in terms of learning motivation, and (7) insignificantly different learning outcomes between students using PBL and DT in terms of creativit