Indonesian EFL Learners' Motivation to Learn Second Language Pragmatics
Keywords:
L2 learning motivation, L2 pragmatics motivation, self-determination theory, Indonesian EFL learners, interlanguage pragmatics
Abstract
Despite the significance of motivation and pragmatic competence for L2 learners, surprisingly, research into L2 pragmatics learning motivation is almost non-existent. Drawing on the self-determination theory of human motivation, the present study was carried out to investigate the level and nature of Indonesian EFL learners’ motivation for L2 pragmatics learning. A total of 76 Indonesian-speaking sophomores studying international business management were asked to fill out a tailor-made, 29-item online questionnaire designed to measure the level and nature of their motivation for L2 pragmatics learning. It was found that (i) Indonesian EFL students’ motivation for L2 pragmatics learning was insufficiently high, (ii) their intrinsic motivation was the highest compared to other types of motivation, and (iii) their external motivation was surprisingly low. These findings can be explained in the light of the students’ previously instructed foreign language learning experiences which placed undue emphasis on the formal aspects of the target language while marginalizing the social ones. Pedagogically, the findings imply that, owing to the malleability of human motivation, EFL teachers should employ principled instructional methods to promote their students’ L2 pragmatics learning motivation. Be that as it may, further studies need to be conducted to (in) validate the above-mentioned findings, taking into consideration the limitations of the present study.
References
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Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 1-12.
Alamer, A., & Lee, J. (2019, 2019/12/01/). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133. https://doi.org/https://doi.org/10.1016/j.system.2019.102133
Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3), 2563-2583. https://doi.org/10.1007/s10639-020-10369-z
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. https://doi.org/10.1016/j.system.2015.10.006
Bui, H. P., & Nguyen, T. T. T. (2022). Classroom assessment and learning motivation: insights from secondary school EFL classrooms. International Review of Applied Linguistics in Language Teaching, 0(0). https://doi.org/10.1515/iral-2022-0020
Chen, Y.-L. E., & Kraklow, D. (2015). Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education, 19(1), 46-64. https://doi.org/10.1177/1028315314533607
Dörnyei, Z., & Dewaele, J.-M. (2023). Questionnaires in second language research: Construction, administration, and processing (3rd ed.). Routledge.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: a self-determination theory perspective. Asia Pacific Education Review, 18, 147-157.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/s0261444817000088
Lambert, C. (2017). Tasks, affect and second language performance. Language Teaching Research, 21(6), 657–664. https://doi.org/10.1177/1362168817736644
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
Liu, M., & Oga-Baldwin, W. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 1-17. https://doi.org/10.1016/j.system.2022.102762
Loewen, S. (2020). Introduction to instructed second language acquisition (2nd ed.). Routledge.
Lou, N. M., Chaffee, K. E., Lascano, D. I. V., Dincer, A., & Noels, K. A. (2018). Complementary perspectives on autonomy in self-determination theory and language learner autonomy. TESOL Quarterly, 52(1), 210-220.
Ma, L., Du, X., & Liu, J. (2018). Intrinsic and extrinsic value for English learning: Mediation effects of self-efficacy in Chinese EFL context. Chinese Journal of Applied Linguistics, 41(2), 150-168. https://doi.org/10.1515/cjal-2018-0009
Mackey, A., & Bryfonski, L. (2018). Mixed methodology. In A. Phakiti, P. D. Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 103-121). Palgrave Macmillan.
Mahmoodi, M. H., & Yousefi, M. (2022). Second language motivation research 2010–2019: A synthetic exploration. The Language Learning Journal, 50(3), 273-296. https://doi.org/10.1080/09571736.2020.1869809
Masuda, S., Sakagami, T., Kawabata, H., Kijima, N., & Hoshino, T. (2017). Respondents with low motivation tend to choose middle category: survey questions on happiness in Japan. Behaviormetrika, 44(2), 593-605. https://doi.org/10.1007/s41237-017-0026-8
McEown, M. S., & Oga-Baldwin, W. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, 102124. https://doi.org/10.1016/j.system.2019.102124
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second handbook of English language teaching (pp. 643-660). Springer International Publishing.
Ngo, H., Spooner-Lane, R., & Mergler, A. (2017, 2017/05/04). A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university. Innovation in Language Learning and Teaching, 11(2), 188-202. https://doi.org/10.1080/17501229.2015.1094076
Phakiti, A. (2021). Likert-type scale construction. In P. M. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 102-114). Routledge.
Reeve, J. (2022). A brief but comprehensive overview of self-determination theory. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective (pp. 12-30). Multilingual Matters.
Ren, W. (2022). Second Language Pragmatics. Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in Motivation Science (Vol. 6, pp. 111-156). Academic Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, S. (2019). Language learner motivation: What motivates motivation researchers? In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 409-429). Cambridge University Press.
Sanjaya, I. N. S., & Sitawati, A. A. R. (2017). The Effect of grammatical accuracy and gender on interlanguage request strategy. TEFLIN Journal, 28(2), 212-235. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v28i2/212-235
Sanjaya, I. N. S., Sitawati, A. A. R., Suciani, N. K., Putra, I. M. A., & Yudistira, C. G. P. (2022). The effects of L2 pragmatic autonomous and controlled motivations on engagement with pragmatic aspect. TEFLIN Journal, 33(1), 148-172. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172
Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963-985.
Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518-534. https://doi.org/10.1017/S0261444820000233
Sukyadi, D. (2015). The teaching of English at secondary schools in Indonesia. In B. Spolsky & K. Sung (Eds.), Secondary school English education in Asia: From policy to practice (pp. 123-146). Routledge.
Tagashira, K., Yamato, K., & Isoda, T. (2011). Japanese EFL learners’ pragmatic awareness through the looking glass of motivational profiles. JALT Journal, 33(1), 5-26.
Taguchi, N. (2023). Teaching and learning pragmatics. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 499-512). Routledge.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press Oxford.
Tajeddin, Z., & Moghadam, A. Z. (2012). Interlanguage Pragmatic Motivation: Its Construct and Impact on Speech Act Production. RELC Journal, 43(3), 353-372. https://doi.org/10.1177/0033688212468481
Takahashi, C., & Im, S. (2020). Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency. Studies in Second Language Learning and Teaching, 10(4), 673-696.
Takahashi, S. (2005). Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? Applied Linguistics, 26(1), 90-120. https://doi.org/10.1093/applin/amh040
Takahashi, S. (2012). Individual differences and pragmalinguistic awareness: A structural equal modelling. Language, Culture and Communication, 4, 103-125.
Takahashi, S. (2015). The effects of learner profiles on pragmalinguistic awareness and learning. System, 48, 48-61. https://doi.org/10.1016/j.system.2014.09.004
Urdan, T. C. (2022). Statistics in plain English (Fifth ed.). Routledge.
Ushioda, E. (2020). Motivation in second language acquisition. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 751-756). John Wiley & Sons.
Yang, H., & Ren, W. (2019). Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatics & Cognition, 26(2-3), 447–473. https://doi.org/10.1075/pc.19022.yan
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491-523. https://doi.org/10.1017/s0261444820000208
Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.753605
Al-Hoorie, A. H., Oga-Baldwin, W. L. Q., Hiver, P., & Vitta, J. P. (2022). Self-determination mini-theories in second language learning: A systematic review of three decades of research. Language Teaching Research, 0(0), 13621688221102686. https://doi.org/10.1177/13621688221102686
Alamer, A. (2022). Basic psychological needs, motivational orientations, effort, and vocabulary knowledge. Studies in Second Language Acquisition, 44(1), 164-184. https://doi.org/10.1017/s027226312100005x
Alamer, A., & Almulhim, F. (2021). The interrelation between language anxiety and self-determined motivation; A mixed methods approach. Frontiers in Education, 6, 1-12.
Alamer, A., & Lee, J. (2019, 2019/12/01/). A motivational process model explaining L2 Saudi students’ achievement of English. System, 87, 102133. https://doi.org/https://doi.org/10.1016/j.system.2019.102133
Bailey, D., Almusharraf, N., & Hatcher, R. (2021). Finding satisfaction: Intrinsic motivation for synchronous and asynchronous communication in the online language learning context. Education and Information Technologies, 26(3), 2563-2583. https://doi.org/10.1007/s10639-020-10369-z
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005–2014: Understanding a publication surge and a changing landscape. System, 55, 145-157. https://doi.org/10.1016/j.system.2015.10.006
Bui, H. P., & Nguyen, T. T. T. (2022). Classroom assessment and learning motivation: insights from secondary school EFL classrooms. International Review of Applied Linguistics in Language Teaching, 0(0). https://doi.org/10.1515/iral-2022-0020
Chen, Y.-L. E., & Kraklow, D. (2015). Taiwanese college students’ motivation and engagement for English learning in the context of internationalization at home: A comparison of students in EMI and non-EMI programs. Journal of Studies in International Education, 19(1), 46-64. https://doi.org/10.1177/1028315314533607
Dörnyei, Z., & Dewaele, J.-M. (2023). Questionnaires in second language research: Construction, administration, and processing (3rd ed.). Routledge.
Dornyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
Howard, J. L., Bureau, J., Guay, F., Chong, J. X. Y., & Ryan, R. M. (2021). Student motivation and associated outcomes: A meta-analysis from self-determination theory. Perspectives on Psychological Science, 16(6), 1300-1323. https://doi.org/10.1177/1745691620966789
Hu, P., & Zhang, J. (2017). A pathway to learner autonomy: a self-determination theory perspective. Asia Pacific Education Review, 18, 147-157.
Lamb, M. (2017). The motivational dimension of language teaching. Language Teaching, 50(3), 301-346. https://doi.org/10.1017/s0261444817000088
Lambert, C. (2017). Tasks, affect and second language performance. Language Teaching Research, 21(6), 657–664. https://doi.org/10.1177/1362168817736644
Lee, J. S., & Drajati, N. A. (2019). Affective variables and informal digital learning of English: Keys to willingness to communicate in a second language. Australasian Journal of Educational Technology, 35(5), 168-182.
Little, D. (2022). Language learner autonomy: Rethinking language teaching. Language Teaching, 55(1), 64-73. https://doi.org/10.1017/S0261444820000488
Liu, M., & Oga-Baldwin, W. Q. (2022). Motivational profiles of learners of multiple foreign languages: A self-determination theory perspective. System, 106, 1-17. https://doi.org/10.1016/j.system.2022.102762
Loewen, S. (2020). Introduction to instructed second language acquisition (2nd ed.). Routledge.
Lou, N. M., Chaffee, K. E., Lascano, D. I. V., Dincer, A., & Noels, K. A. (2018). Complementary perspectives on autonomy in self-determination theory and language learner autonomy. TESOL Quarterly, 52(1), 210-220.
Ma, L., Du, X., & Liu, J. (2018). Intrinsic and extrinsic value for English learning: Mediation effects of self-efficacy in Chinese EFL context. Chinese Journal of Applied Linguistics, 41(2), 150-168. https://doi.org/10.1515/cjal-2018-0009
Mackey, A., & Bryfonski, L. (2018). Mixed methodology. In A. Phakiti, P. D. Costa, L. Plonsky, & S. Starfield (Eds.), The Palgrave handbook of applied linguistics research methodology (pp. 103-121). Palgrave Macmillan.
Mahmoodi, M. H., & Yousefi, M. (2022). Second language motivation research 2010–2019: A synthetic exploration. The Language Learning Journal, 50(3), 273-296. https://doi.org/10.1080/09571736.2020.1869809
Masuda, S., Sakagami, T., Kawabata, H., Kijima, N., & Hoshino, T. (2017). Respondents with low motivation tend to choose middle category: survey questions on happiness in Japan. Behaviormetrika, 44(2), 593-605. https://doi.org/10.1007/s41237-017-0026-8
McEown, M. S., & Oga-Baldwin, W. Q. (2019). Self-determination for all language learners: New applications for formal language education. System, 86, 102124. https://doi.org/10.1016/j.system.2019.102124
Mercer, S. (2019). Language learner engagement: Setting the scene. In X. Gao (Ed.), Second handbook of English language teaching (pp. 643-660). Springer International Publishing.
Ngo, H., Spooner-Lane, R., & Mergler, A. (2017, 2017/05/04). A comparison of motivation to learn English between English major and non-English major students in a Vietnamese university. Innovation in Language Learning and Teaching, 11(2), 188-202. https://doi.org/10.1080/17501229.2015.1094076
Phakiti, A. (2021). Likert-type scale construction. In P. M. Winke & T. Brunfaut (Eds.), The Routledge handbook of second language acquisition and language testing (pp. 102-114). Routledge.
Reeve, J. (2022). A brief but comprehensive overview of self-determination theory. In J. Mynard & S. J. Shelton-Strong (Eds.), Autonomy support beyond the language learning classroom: A self-determination theory perspective (pp. 12-30). Multilingual Matters.
Ren, W. (2022). Second Language Pragmatics. Cambridge University Press.
Ryan, R. M., & Deci, E. L. (2017). Self-determination theory: Basic psychological needs in motivation, development, and wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2019). Brick by brick: The origins, development, and future of self-determination theory. In A. J. Elliot (Ed.), Advances in Motivation Science (Vol. 6, pp. 111-156). Academic Press.
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology, 61, 101860. https://doi.org/10.1016/j.cedpsych.2020.101860
Ryan, S. (2019). Language learner motivation: What motivates motivation researchers? In J. W. Schwieter & A. Benati (Eds.), The Cambridge handbook of language learning (pp. 409-429). Cambridge University Press.
Sanjaya, I. N. S., & Sitawati, A. A. R. (2017). The Effect of grammatical accuracy and gender on interlanguage request strategy. TEFLIN Journal, 28(2), 212-235. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v28i2/212-235
Sanjaya, I. N. S., Sitawati, A. A. R., Suciani, N. K., Putra, I. M. A., & Yudistira, C. G. P. (2022). The effects of L2 pragmatic autonomous and controlled motivations on engagement with pragmatic aspect. TEFLIN Journal, 33(1), 148-172. https://doi.org/http://dx.doi.org/10.15639/teflinjournal.v33i1/148-172
Shelton-Strong, S. J. (2022). Advising in language learning and the support of learners’ basic psychological needs: A self-determination theory perspective. Language Teaching Research, 26(5), 963-985.
Smith, B., & González-Lloret, M. (2021). Technology-mediated task-based language teaching: A research agenda. Language Teaching, 54(4), 518-534. https://doi.org/10.1017/S0261444820000233
Sukyadi, D. (2015). The teaching of English at secondary schools in Indonesia. In B. Spolsky & K. Sung (Eds.), Secondary school English education in Asia: From policy to practice (pp. 123-146). Routledge.
Tagashira, K., Yamato, K., & Isoda, T. (2011). Japanese EFL learners’ pragmatic awareness through the looking glass of motivational profiles. JALT Journal, 33(1), 5-26.
Taguchi, N. (2023). Teaching and learning pragmatics. In E. Hinkel (Ed.), Handbook of practical second language teaching and learning (pp. 499-512). Routledge.
Taguchi, N., & Roever, C. (2017). Second language pragmatics. Oxford University Press Oxford.
Tajeddin, Z., & Moghadam, A. Z. (2012). Interlanguage Pragmatic Motivation: Its Construct and Impact on Speech Act Production. RELC Journal, 43(3), 353-372. https://doi.org/10.1177/0033688212468481
Takahashi, C., & Im, S. (2020). Comparing self-determination theory and the L2 motivational self system and their relationships to L2 proficiency. Studies in Second Language Learning and Teaching, 10(4), 673-696.
Takahashi, S. (2005). Pragmalinguistic Awareness: Is it Related to Motivation and Proficiency? Applied Linguistics, 26(1), 90-120. https://doi.org/10.1093/applin/amh040
Takahashi, S. (2012). Individual differences and pragmalinguistic awareness: A structural equal modelling. Language, Culture and Communication, 4, 103-125.
Takahashi, S. (2015). The effects of learner profiles on pragmalinguistic awareness and learning. System, 48, 48-61. https://doi.org/10.1016/j.system.2014.09.004
Urdan, T. C. (2022). Statistics in plain English (Fifth ed.). Routledge.
Ushioda, E. (2020). Motivation in second language acquisition. In C. A. Chapelle (Ed.), The concise encyclopedia of applied linguistics (pp. 751-756). John Wiley & Sons.
Yang, H., & Ren, W. (2019). Pragmatic awareness and second language learning motivation: A mixed-methods investigation. Pragmatics & Cognition, 26(2-3), 447–473. https://doi.org/10.1075/pc.19022.yan
Zein, S., Sukyadi, D., Hamied, F. A., & Lengkanawati, N. S. (2020). English language education in Indonesia: A review of research (2011–2019). Language Teaching, 53(4), 491-523. https://doi.org/10.1017/s0261444820000208
Zhang, Y., & Papi, M. (2021). Motivation and second language pragmatics: A regulatory focus perspective. Frontiers in Psychology, 12, 1-11. https://doi.org/10.3389/fpsyg.2021.753605
Published
2023-05-01
How to Cite
Sanjaya, I. N. S., Wajdi, M., Sitawati, A., & Suciani, N. K. (2023). Indonesian EFL Learners’ Motivation to Learn Second Language Pragmatics. Indonesian Journal of EFL and Linguistics, 8(1), 13-26. https://doi.org/10.21462/ijefl.v8i1.566
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