English students’ perceptions about their motivation having online classes during the Covid-19 pandemic

Diana J. De la Cruz-Rodríguez; Hilda Hidalgo-Avilés

doi:10.29057/icshu.v12i23.11179

Diana J. De la Cruz-Rodríguez Universidad Autónoma del Estado de Hidalgo https://orcid.org/0009-0000-4757-0586
Hilda Hidalgo-Avilés Universidad Autónoma del Estado de Hidalgo https://orcid.org/0000-0002-2540-7814

DOI: https://doi.org/10.29057/icshu.v12i23.11179

Keywords: Motivation, English, Covid-19

Abstract

The transition from face-to-face classes to online classes due to the Covid-19 pandemic had a great impact on English Language Teaching students which shaped their opinions about their motivation. For this reason, this qualitative research aims to describe how online classes influenced English students’ motivation during Covid-19 pandemic in a public university in Mexico. Seven students were interviewed. Results showed that students experienced low motivation during the pandemic due to three main reasons: distractions that they had at home, lack of social interaction and lack of feedback. Nevertheless, what kept them motivated was their intrinsic motivation. In contrast, their motivation when having face-to-face classes was higher by far.

Downloads

Download data is not yet available.

References

Adnan, M., & Anwar, K. (2020). Online Learning amid the COVID-19 Pandemic: Students' Perspectives. Journal of Pedagogical Sociology and Psychology, 2(1), 45-51.

Armstrong, M. & Taylor, S. (2014). Armstrong’s handbook of human resource management practice. Philadelphia, PA: Kogan Page.

Cohen, D., & Crabtree, B. (2006). Qualitative research guidelines project. Retrieved from https://sswm.info/sites/default/files/reference_attachments/COHEN%202006%20Semistructured%20Interview.pdf

Balderas-Solís, J., Roque-Hernández, R. V., Salazar-Hernández, R., & López-Mendoza, A. (2021). Experiences of undergraduates’ emergency remote education in Mexico. Cogent Education, 8(1), 2000846.

Creswell, J. (2013). Qualitative inquiry and research design: choosing among five approaches (3rd ed.). Thousand Oaks, CA: SAGE Publications.

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). Thousand Oaks, CA: SAGE Publications.

Dörnyei, Z., & Ushioda, E. (2013). Teaching and researching: motivation (2nd ed.). [e-book]. Retrieved from http://golshanlc.com/wp-content/uploads/2019/09/Teaching-and-Researching-Motivation.pdf

Gustiani, S. (2020). Students’ motivation in online learning during Covid-19 pandemic era: a case study. Holistics Journal, 12(2), 23-40.

Hermanto, H., Rai, N., & Fahmi, A. (2021). Students’ opinions about studying from home during the COVID-19 pandemic in Indonesia. Cypriot Journal of Educational Sciences, 16(2), 499-510.

Huang, M., Shi, Y., & Yang, X. (2020). Emergency remote teaching of English as a foreign language during COVID-19: Perspectives from a university in China. International Journal of Educational Research and Innovation, 15, 400-418.

Juárez-Díaz, C., & Perales, M. (2021). Language teachers’ emergency remote teaching experiences during the COVID-19 confinement. Profile Issues in Teachers’ Professional Development, 23(2), 121-135.

Kamisli, M. U., & Akinlar, A. (2022). Emergency distance education experiences of EFL instructors and students during the COVID-19 pandemic. Adult Learning. Retrieved from https://doi.org/10.1177/10451595221094075

Libreros, C. H., & Schrijver, I. (2021). Advantages and challenges of online translation teaching and learning during the COVID-19 pandemic: a Mexican case study. Teaching Innovations, 34(4), 1-12.

Majid, M. A., Othman, M., Mohamad, S. F., Lim, S. A., & Yusof, A. (2017). Piloting for interviews in qualitative research: Operationalization and lessons learnt. International Journal of Academic Research in Business and Social Sciences, 7(4), 1073-1080.

Rahardjo, A., & Pertiwi, S. (2020). Learning motivation and students’ achievement in learning English. Journal of English Language Teaching and Literature, 1(2), 56-64.

Sargeant, J. (2012). Qualitative research part II: Participants, analysis, and quality assurance. Journal of graduate medical education, 4(1), 1-3.

Smith, J., Guimond, F., Bergeron, J., St-Amand, J., Fitzpatrick, C., & Gagnon, M. (2021). Changes in students’ achievement motivation in the context of the COVID-19 pandemic: a function of extraversion/introversion? Education Sciences, 11(30), 1-8.

Subakthiasih, P., & Putri, I. (2020). An analysis of students’ motivation in studying English during COVID-19 pandemic. Linguistic, English Education and Art (LEEA) Journal, 4(1), 126-141.

Tohidi, H. & Jabbari, M. (2012). The effects of motivation in education. Procedia - Social and Behavioral Sciences, 31(1), 820-824.

VanWynsberghe, R., & Khan, S. (2007). Redefining case study. International journal of qualitative methods, 6(2), 80-94.