The Impact of Motivation on Foreign Language Learning: A Longitudinal Study
Article Sidebar
Published
Jan 4, 2024
Main Article Content
Abstract
This article synthesizes insights from a series of longitudinal studies investigating the impact of motivation on foreign language learning. The studies, spanning various contexts and methodologies, collectively reveal a dynamic and fluctuating nature of motivation. Learners' motivation evolves not only over the course of language programs but also within individual classes, influenced by external factors such as the learning environment and the presence of anxiety. The role of educators in shaping positive language learning experiences, strategies to counteract decreasing motivation, and the positive outcomes of integrating content and language learning are discussed. The findings underscore the need for a holistic and adaptive approach to language education that recognizes the multifaceted nature of motivation.
Article Details
How to Cite
Franchisca, S., Nurmalia Sari, M., Nurfitri, N., Kristine Nelloe, M., Mulyapradana, A., & Fitriani, N. (2024). The Impact of Motivation on Foreign Language Learning: A Longitudinal Study. Journal on Education, 6(2), 11082-11093. Retrieved from https://jonedu.org/index.php/joe/article/view/4911
Section
Articles
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
References
Busse, V., & Walter, C. (2013). Foreign language learning motivation in higher education: A longitudinal study of motivational changes and their causes. The modern language journal, 97(2), 435-456.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied linguistics, 23(4), 421-462.
Fauziningrum, E., Sari, M. N., Rahmani, S. F., Riztya, R., Syafruni, S., & Purba, P. M. (2023). Strategies Used by English Teachers in Teaching Vocabulary. Journal on Education, 6(1), 674-679.
Kruk, M. (2016). Temporal Fluctuations in Foreign Language Motivation: Results of a Longitudinal Study. Iranian Journal of Language Teaching Research, 4(2), 1-17.
Ningsih, P. E. A., & Sari, M. N. (2021). Are Learning Media Effective in English Online Learning?: The Students' and Teachers' Perceptions. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 173-183.
Ordem, E. (2017). A Longitudinal Study of Motivation in Foreign and Second Language Learning Context. Journal of Education and Learning, 6(2), 334-341.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) In Developing English Language Learner's Communication Skills. Journal on Education, 6(1), 750-757.
Saito, K., Dewaele, J. M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743.
San Isidro, X., & Lasagabaster, D. (2022). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal, 50(1), 119-134.
Sari, M. N. (2021). SHAPING YOUNG LEARNERS’CHARACTER THROUGH TEACHER QUESTIONING IN ENGLISH CLASSROOM ACTIVITIES. Pendekar: Jurnal Pendidikan Berkarakter, 4(1), 14-19.
Sari, M. N. (2022). Teachers’ Perceptions On Students’ Learning Styles On Learning English At Sma Negeri 10 Kerinci. Jurnal Pendidikan, Keguruan, dan Pengajaran, 1(1), 32-43.
Sari, M. N., & Ningsih, P. E. A. (2023). An Analysis Of Students’ Anxiety In Learning English At The Eleventh Grade Of SMA Negeri 10 Kerinci. EDU RESEARCH, 4(3), 83-97.
Sari, M. N., & Ningsih, P. E. A. (2022). AN ANALYSIS OF STUDENTS’MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI. Pendekar: Jurnal Pendidikan Berkarakter, 5(3), 181-188.
Sari, M. N., Ningsih, P. E. A., & Novita, A. (2023). An Analysis of English Classroom Interaction Pattern at Eleventh Grade of SMKN 4 Kerinci Based On El Hanafi Theory. Jurnal Sosial Humaniora Sigli, 6(1), 105-115.
Sari, M. N., Saswandi, T., Ningsih, P. E. A., Huriati, N., & Ihsan, R. (2023). Unraveling the Threads of Time: An Analysis of Literature on Strategies for Teaching Simple Past Tense in Higher Education. EDU RESEARCH, 4(3), 144-156.
Tae-Young, K., & Yoon-Kyoung, K. (2016). A quasi-longitudinal study on English learning motivation and attitudes: The case of South Korean students. Journal of Asia TEFL, 13(2), 138.
Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., & Rofi'i, A. (2023). The Role Of Gamification In English Language Teaching: A Literature Review. Journal on Education, 6(1), 2847-2856.
Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied linguistics, 23(4), 421-462.
Fauziningrum, E., Sari, M. N., Rahmani, S. F., Riztya, R., Syafruni, S., & Purba, P. M. (2023). Strategies Used by English Teachers in Teaching Vocabulary. Journal on Education, 6(1), 674-679.
Kruk, M. (2016). Temporal Fluctuations in Foreign Language Motivation: Results of a Longitudinal Study. Iranian Journal of Language Teaching Research, 4(2), 1-17.
Ningsih, P. E. A., & Sari, M. N. (2021). Are Learning Media Effective in English Online Learning?: The Students' and Teachers' Perceptions. Tarbawi: Jurnal Ilmu Pendidikan, 17(2), 173-183.
Ordem, E. (2017). A Longitudinal Study of Motivation in Foreign and Second Language Learning Context. Journal of Education and Learning, 6(2), 334-341.
Rusmiyanto, R., Huriati, N., Fitriani, N., Tyas, N. K., Rofi’i, A., & Sari, M. N. (2023). The Role of Artificial Intelligence (AI) In Developing English Language Learner's Communication Skills. Journal on Education, 6(1), 750-757.
Saito, K., Dewaele, J. M., Abe, M., & In'nami, Y. (2018). Motivation, emotion, learning experience, and second language comprehensibility development in classroom settings: A cross‐sectional and longitudinal study. Language Learning, 68(3), 709-743.
San Isidro, X., & Lasagabaster, D. (2022). Students’ and families’ attitudes and motivations to language learning and CLIL: A longitudinal study. The Language Learning Journal, 50(1), 119-134.
Sari, M. N. (2021). SHAPING YOUNG LEARNERS’CHARACTER THROUGH TEACHER QUESTIONING IN ENGLISH CLASSROOM ACTIVITIES. Pendekar: Jurnal Pendidikan Berkarakter, 4(1), 14-19.
Sari, M. N. (2022). Teachers’ Perceptions On Students’ Learning Styles On Learning English At Sma Negeri 10 Kerinci. Jurnal Pendidikan, Keguruan, dan Pengajaran, 1(1), 32-43.
Sari, M. N., & Ningsih, P. E. A. (2023). An Analysis Of Students’ Anxiety In Learning English At The Eleventh Grade Of SMA Negeri 10 Kerinci. EDU RESEARCH, 4(3), 83-97.
Sari, M. N., & Ningsih, P. E. A. (2022). AN ANALYSIS OF STUDENTS’MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI. Pendekar: Jurnal Pendidikan Berkarakter, 5(3), 181-188.
Sari, M. N., Ningsih, P. E. A., & Novita, A. (2023). An Analysis of English Classroom Interaction Pattern at Eleventh Grade of SMKN 4 Kerinci Based On El Hanafi Theory. Jurnal Sosial Humaniora Sigli, 6(1), 105-115.
Sari, M. N., Saswandi, T., Ningsih, P. E. A., Huriati, N., & Ihsan, R. (2023). Unraveling the Threads of Time: An Analysis of Literature on Strategies for Teaching Simple Past Tense in Higher Education. EDU RESEARCH, 4(3), 144-156.
Tae-Young, K., & Yoon-Kyoung, K. (2016). A quasi-longitudinal study on English learning motivation and attitudes: The case of South Korean students. Journal of Asia TEFL, 13(2), 138.
Wulantari, N. P., Rachman, A., Sari, M. N., Uktolseja, L. J., & Rofi'i, A. (2023). The Role Of Gamification In English Language Teaching: A Literature Review. Journal on Education, 6(1), 2847-2856.