Language input, learning environment, and motivation of a successful EFL learner

Arif Nugroho, M. Rizal Akbar Zamzami, Nur Farah Ukhrowiyah

Abstract


The present study involved one EFL learner who was regarded as successful, not only of understanding second language acquisition theories but also of demonstrating exceptional language skills thus far. An in-depth semi-structured interview was administered with three key objectives – to identify features of language inputs that enable her to develop English skills, to investigate her situation of the learning environment, and to reveal her motivation in learning the language. The participant was a successful EFL learner who was determined by the excellent TOEFL score and performed an outstanding achievement in English proven by the academic transcript. The data were gathered by means of a semi-structured interview and analyzed through the transcription process, coding, and drawing the conclusion. The results indicated that joining an intensive class and integrating English in her daily activities had primarily contributed to her language skill improvement. While the physical environment slightly provided a conducive environment for learning English, her academic environment was steadily supporting her. In addition to the importance of English in her future, the participant was successful in keeping her motivation to learn the language. These findings could contribute to a better understanding of how Indonesian EFL learners successfully acquire a foreign language.

Keywords


language input; learning environment; motivation; EFL learner

Full Text:

PDF

Article Metrics

Abstract view : 2242 times | PDF view : 869 times

References


Alberth. (2018). Indonesian high school student motivational orientations for learning English as a foreign language: Some preliminary findings. Electronic Journal of Foreign Language Teaching, 15(2), 304–321.

Alizadeh, M. (2016). The impact of motivation on English language learning. International Journal of Research in English Education, 1(1), 11-15.

Appatova, V., & Prats, H. (2007). Effective academic environment for under-prepared college/university learners: Listen to student voices. In 16th EAN Annual Conference Access to Success: The Student Experience from Pre-Entry to Employment. Galway: National University of Ireland.

Bahrani, T., & Nekoueizadeh, M. (2014). The role of input in second language acquisition. Journal of Advances in Linguistics, 1(1), 1–6. https://doi.org/10.24297/jal.v1i1.1986

Bahrani, T., & Soltani, R. (2012). Language input and second language acquisition. Journal of Education and Practice, 3(3), 39-43.

Black, A. E., & Deci, E. L. (2000). The effects of instructors’ autonomy support and students’ autonomous motivation on learning organic chemistry: A self‐determination theory perspective. Science Education, 84(6), 740–756. https://doi.org/10.1002/1098-237X(200011)84:6<740::AID-SCE4>3.0.CO;2-3

Budiharto, R. A., & Amalia, L. (2019). Motivation behind Indonesian undergraduates learning English as a target language. IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature, 7(1), 1-14. https://doi.org/10.24256/ideas.v7i1.714

Creswell, J. (2005). Educational research: Planning, conducting, and evaluating quantitative and qualitative research. Upper Saddle River, NJ: Merrill.

Deci, E. L., & Ryan, R. M. (2000). The" what" and" why" of goal pursuits: Human needs and the self-determination of behavior. Psychological Inquiry, 11(4), 227–268. https://doi.org/10.1207/S15327965PLI1104_01

Dörnyei, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford: Oxford University Press.

Dörnyei, Z., & Chan, L. (2013). Motivation and vision: An analysis of future L2 self-images, sensory styles, and imagery capacity across two target languages. Language Learning: A Journal of Research in Language Studies, 63(3), 437–462. https://doi.org/10.1111/lang.12005

Dörnyei, Z., & Schmidt, R. W. (2001). Motivation and second language acquisition. Honolulu, HI: Second Language Teaching & Curriculum Center, University of Hawaii̕ at Mānoa.

Dörnyei, Z., & Ushioda, E. (Eds.). (2009). Motivation, language identity, and the L2 self. Multilingual Matters. Retrieved from http://www.multilingual-matters.com/display.asp?isb=9781847691279

Ellis, N., & Collins, L. (2009). Input and second language acquisition: The roles of frequency, form, and function introduction to the special issue. The Modern Language Journal, 93(3), 329–335. https://doi.org/10.1111/j.1540-4781.2009.00893.x

Ellis, R. (2008). The study of second language acquisition. Oxford: Oxford University Press.

Fadilah, E. (2018). Perception, motivation, and communicative self-confidence of Indonesian students on willingness to communicate in L2 by using Facebook. JEELS (Journal of English Education and Linguistics Studies), 5(1), 23–48. https://doi.org/10.30762/jeels.v5i1.562

Gardner, R. C. (2001). Integrative motivation and second language acquisition. Motivation and Second Language Acquisition, 23, 1–19.

Gass, S. M., Behney, J., & Plonsky, L. (2013). Second language acquisition: An introductory course (4th ed.). Routledge.

Gijbels, D., Van De Watering, G., Dochy, F., & Van Den Bossche, P. (2006). New learning environments and constructivism: The students’ perspective. Instructional Science, 34, 213–226. https://doi.org/10.1007/s11251-005-3347-z

Harrington, M., & Dennis, S. (2002). Input-driven language learning. Studies in Second Language Acquisition, 24(2), 261–268. https://doi.org/10.1017/S0272263102002103

Koko, K. (2007). The effects of the physical environment on children’s development. Ithaca, NY: Cornell Department of Human Development, Nd.

Krashen, S. D. (2002). Second language acquisition and second language learning. California: Pergamon Press Inc. Retrieved from http://www.sdkrashen.com/content/books/sl_acquisition_and_learning.pdf

Lizzio, A., Wilson, K., & Simons, R. (2002). University students’ perceptions of the learning environment and academic outcomes: Implications for theory and practice. Studies in Higher Education, 27(1), 27–52. https://doi.org/10.1080/03075070120099359

Lucas, R. I., Pulido, D., Miraflores, E., Ignacio, A., Tacay, M., & Lao, J. (2010). A study on the intrinsic motivation factors in second language learning among selected freshman students. Philippine ESL Journal, 4(1), 3–23.

Maharsi, I. (2016). The importance of input and interaction in second language acquisition. Journal of English and Education, 5(1), 45–53. https://doi.org/10.20885/jee.vol5.iss1.art4

Masgoret, A., & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: A meta‐analysis of studies conducted by Gardner and associates. Language Learning: A Journal of Research in Language Studies, 53(1), 167–210. https://doi.org/10.1111/1467-9922.00212

Mulalić, A., & Obralic, N. (2016). The relationship between motivation components and preferred learning components among students at the international university of Sarajevo. Epiphany, 9(1), 75-84. https://doi.org/10.21533/epiphany.v9i1.212

Nguyen, V. L., & Franken, M. (2010). Conceptions of language input in second language acquisition: A case of Vietnamese EFL teachers. Language Education in Asia, 1(1), 62–76. https://doi.org/10.5746/LEiA/10/V1/A06/NguyenFranken

O’Grady, W., Kwak, H.-Y., Lee, O.-S., & Lee, M. (2011). An emergentist perspective on heritage language acquisition. Studies in Second Language Acquisition, 33(2), 223–245. https://doi.org/10.1017/S0272263110000744

Opdenakker, M.-C., & Van Damme, J. (2006). Teacher characteristics and teaching styles as effectiveness enhancing factors of classroom practice. Teaching and Teacher Education, 22(1), 1–21. https://doi.org/10.1016/j.tate.2005.07.008

Punthumasen, P. (2007). International program for teacher education: An approach to tackling problems of English education in Thailand. In The 11th UNESCO-APEID International Conference Reinventing Higher Education: Toward Participatory and Sustainable Development (pp. 1-14). Bangkok, Thailand. Retrieved from http://backoffice.onec.go.th/uploaded/Category/EngBook/ProblemEngEd13dec07-03-03-2011.pdf

Rajab, A., Far, H. R., & Etemadzadeh, A. (2012). The relationship between L2 motivational self-system and L2 learning among TESL students in Iran. Procedia - Social and Behavioral Sciences, 66, 419–424. https://doi.org/10.1016/j.sbspro.2012.11.285

Samad, A. A., Etemadzadeh, A., & Far, H. R. (2012). Motivation and language proficiency: Instrumental and integrative aspects. Procedia - Social and Behavioral Sciences, 66, 432–440. https://doi.org/10.1016/j.sbspro.2012.11.287

Spratt, M., Humphreys, G., & Chan, V. (2002). Autonomy and motivation: Which comes first? Language Teaching Research, 6(3), 245–266. https://doi.org/10.1191/1362168802lr106oa

Suciati, S. (2016). Cooperative controversy technique to improve students' motivation in English debate. Journal on English as a Foreign Language, 6(1), 43-58. https://doi.org/10.23971/jefl.v6i1.428

Kiatkheeree, P. (2018). Learning environment for second language acquisition: through the eyes of English teachers in Thailand. International Journal of Information and Education Technology, 8(5), 391–395. https://doi.org/10.18178/ijiet.2018.8.5.1069

Vidaček-Hainš, V., Prats, H., & Appatova, V. (2010). Personal efficacy and factors of effective learning environment in higher education: Croatian and American students. Journal of Information and Organizational Sciences, 34(1), 153–158.

Wang, X. (2010). Features of Input of Second Language Acquisition. Journal of Language Teaching and Research, 1(3), 282–284. https://doi.org/10.4304/jltr.1.3.282-284

Yin, R.K. (2015). Qualitative research from start to finish. New York: Guilford publications.




DOI: https://doi.org/10.23971/jefl.v10i1.1511

Article Metrics

Abstract view : 2242 times
PDF - 869 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Journal on English as a Foreign Language

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


JEFL is published by Institut Agama Islam Negeri (IAIN) Palangka Raya in collaboration with the Association of Teachers of English Linguistics, Literature and Education (ELITE Association) in Indonesia [MoU manuscript].

Editor and Administration Address:

Department of English Language EducationFaculty of Teacher Training and Education, Institut Agama Islam Negeri (IAIN) Palangka Raya, Jalan G. Obos Komplek Islamic Centre Palangka Raya, Kalimantan Tengah, Indonesia, Postal Code 73111, Email: jefl@iain-palangkaraya.ac.id, Website: http://e-journal.iain-palangkaraya.ac.id/index.php/jefl

OAI address of JEFL is available at http://e-journal.iain-palangkaraya.ac.id/index.php/jefl/oai



Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License

web
stats View My Stats


Flag Counter