EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design
EFL students should consider writing motivation in a blended learning (BL) framework. Previous studies have discussed findings related to whether motivations can make students write essays better. Few studies have examined descriptive essay learning motivation in BL design. This study examined EFL s...
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| Format: | Article |
| Language: | English |
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Institut Agama Islam Negeri (IAIN) Kediri
2024-04-01
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| Series: | JEELS (Journal of English Education and Linguistics Studies) |
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| Online Access: | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/2656 |
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| author | Tri Wintolo Apoko Su Li Chong |
| author_facet | Tri Wintolo Apoko Su Li Chong |
| author_sort | Tri Wintolo Apoko |
| collection | DOAJ |
| description | EFL students should consider writing motivation in a blended learning (BL) framework. Previous studies have discussed findings related to whether motivations can make students write essays better. Few studies have examined descriptive essay learning motivation in BL design. This study examined EFL students' learning motivation on descriptive essays in BL designs and their perceptions on essay writing motivation. The respondents were 32 EFL students in one reputable private university in Jakarta, Indonesia. This study was a correlational survey. The data was collected using a Likert-scale questionnaire and a descriptive essay writing test with a scoring rubric developed by Oshima & Hogue (2006). The result showed that there was a positive and significant contribution of learning motivation on descriptive essay in a BL design. It also showed that learning motivation contributed 12.9% to the students’ descriptive essay writing skill. In addition, most students felt happy to practice writing in a BL design. Thus, it is inferred that EFL students could perform their essay writing quality in a BL design when they had strong learning motivation which included the intrinsic and extrinsic domains. |
| format | Article |
| id | doaj-art-5f7ee750b6d84b11baaa78f87ff2c2e1 |
| institution | Kabale University |
| issn | 2407-2575 2503-2194 |
| language | English |
| publishDate | 2024-04-01 |
| publisher | Institut Agama Islam Negeri (IAIN) Kediri |
| record_format | Article |
| series | JEELS (Journal of English Education and Linguistics Studies) |
| spelling | doaj-art-5f7ee750b6d84b11baaa78f87ff2c2e12025-08-20T03:51:59ZengInstitut Agama Islam Negeri (IAIN) KediriJEELS (Journal of English Education and Linguistics Studies)2407-25752503-21942024-04-0111142545110.30762/jeels.v11i1.26562659EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning DesignTri Wintolo Apoko0Su Li Chong1English Language Department, Universitas Muhammadiyah Prof. Dr. Hamka, Jakarta, IndonesiaManagement and Humanities Department, Faculty of Science and Information Technology, Universiti Teknologi Petronas, Perak, MalaysiaEFL students should consider writing motivation in a blended learning (BL) framework. Previous studies have discussed findings related to whether motivations can make students write essays better. Few studies have examined descriptive essay learning motivation in BL design. This study examined EFL students' learning motivation on descriptive essays in BL designs and their perceptions on essay writing motivation. The respondents were 32 EFL students in one reputable private university in Jakarta, Indonesia. This study was a correlational survey. The data was collected using a Likert-scale questionnaire and a descriptive essay writing test with a scoring rubric developed by Oshima & Hogue (2006). The result showed that there was a positive and significant contribution of learning motivation on descriptive essay in a BL design. It also showed that learning motivation contributed 12.9% to the students’ descriptive essay writing skill. In addition, most students felt happy to practice writing in a BL design. Thus, it is inferred that EFL students could perform their essay writing quality in a BL design when they had strong learning motivation which included the intrinsic and extrinsic domains.https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/2656learning motivationdescriptive essaywritingblended learning |
| spellingShingle | Tri Wintolo Apoko Su Li Chong EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design JEELS (Journal of English Education and Linguistics Studies) learning motivation descriptive essay writing blended learning |
| title | EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design |
| title_full | EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design |
| title_fullStr | EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design |
| title_full_unstemmed | EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design |
| title_short | EFL Students' Learning Motivation and Descriptive Essay in the Context of Blended Learning Design |
| title_sort | efl students learning motivation and descriptive essay in the context of blended learning design |
| topic | learning motivation descriptive essay writing blended learning |
| url | https://jurnalfaktarbiyah.iainkediri.ac.id/index.php/jeels/article/view/2656 |
| work_keys_str_mv | AT triwintoloapoko eflstudentslearningmotivationanddescriptiveessayinthecontextofblendedlearningdesign AT sulichong eflstudentslearningmotivationanddescriptiveessayinthecontextofblendedlearningdesign |