The effect of online learning setting on motivation to learn EFL among students of child education profession
Motivation to learn a second and foreign language has been researched for several decades, initially employing the socio-educational model, and later the multi-dimensional model of motivational factors. The authors investigated the motivation of 279 non-English major students at University of Slavon...
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| Format: | Article |
| Language: | English |
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Hong Kong Bao Long Accounting & Secretarial Limited
2025-06-01
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| Series: | Knowledge Management & E-Learning: An International Journal |
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| Online Access: | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/624 |
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| author | Zrinka Fiser Luka Pongracic |
| author_facet | Zrinka Fiser Luka Pongracic |
| author_sort | Zrinka Fiser |
| collection | DOAJ |
| description | Motivation to learn a second and foreign language has been researched for several decades, initially employing the socio-educational model, and later the multi-dimensional model of motivational factors. The authors investigated the motivation of 279 non-English major students at University of Slavonski Brod (UNISB) in Croatia in learning English as a foreign language, with an aim to distinguish how an online learning experience caused by the COVID-19 pandemic shaped their extrinsic and intrinsic motives. They applied the five-component motivational system, consisting of motives related to future self-guides, instrumentality driven motives and previous learning experience. The analysis of the collected data showed that the intended effort to learn a target language, which gained more relevance as a motivational component than before COVID-19, varied between pre-pandemic and post-pandemic research findings. The motivational dimension of online learning showed no change in the importance of motivation connected to participants’ feeling of duties, obligations, and responsibilities, but it did show a stronger correlation with motives that support learning. Further analysis also revealed a significant positive effect of online learning during secondary schooling with both instrumentality driven motives, and online learning during tertiary education with all the motivational dimensions except intended effort. |
| format | Article |
| id | doaj-art-7da0bb630da349adbd0d707793219b07 |
| institution | Kabale University |
| issn | 2073-7904 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Hong Kong Bao Long Accounting & Secretarial Limited |
| record_format | Article |
| series | Knowledge Management & E-Learning: An International Journal |
| spelling | doaj-art-7da0bb630da349adbd0d707793219b072025-08-20T03:45:10ZengHong Kong Bao Long Accounting & Secretarial LimitedKnowledge Management & E-Learning: An International Journal2073-79042025-06-0117222523910.34105/j.kmel.2025.17.010The effect of online learning setting on motivation to learn EFL among students of child education professionZrinka Fiser0https://orcid.org/0000-0001-5425-6659Luka Pongracic1https://orcid.org/0000-0002-2378-822XUniversity of Slavonski Brod, CroatiaUniversity of Slavonski Brod, CroatiaMotivation to learn a second and foreign language has been researched for several decades, initially employing the socio-educational model, and later the multi-dimensional model of motivational factors. The authors investigated the motivation of 279 non-English major students at University of Slavonski Brod (UNISB) in Croatia in learning English as a foreign language, with an aim to distinguish how an online learning experience caused by the COVID-19 pandemic shaped their extrinsic and intrinsic motives. They applied the five-component motivational system, consisting of motives related to future self-guides, instrumentality driven motives and previous learning experience. The analysis of the collected data showed that the intended effort to learn a target language, which gained more relevance as a motivational component than before COVID-19, varied between pre-pandemic and post-pandemic research findings. The motivational dimension of online learning showed no change in the importance of motivation connected to participants’ feeling of duties, obligations, and responsibilities, but it did show a stronger correlation with motives that support learning. Further analysis also revealed a significant positive effect of online learning during secondary schooling with both instrumentality driven motives, and online learning during tertiary education with all the motivational dimensions except intended effort.https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/624motivationforeign languagestudentspost-pandemic |
| spellingShingle | Zrinka Fiser Luka Pongracic The effect of online learning setting on motivation to learn EFL among students of child education profession Knowledge Management & E-Learning: An International Journal motivation foreign language students post-pandemic |
| title | The effect of online learning setting on motivation to learn EFL among students of child education profession |
| title_full | The effect of online learning setting on motivation to learn EFL among students of child education profession |
| title_fullStr | The effect of online learning setting on motivation to learn EFL among students of child education profession |
| title_full_unstemmed | The effect of online learning setting on motivation to learn EFL among students of child education profession |
| title_short | The effect of online learning setting on motivation to learn EFL among students of child education profession |
| title_sort | effect of online learning setting on motivation to learn efl among students of child education profession |
| topic | motivation foreign language students post-pandemic |
| url | https://www.kmel-journal.org/ojs/index.php/online-publication/article/view/624 |
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