The Differences Among Boarding School and Non-Boarding School Students' Motivation in EFL Learning

Jamaliah Jamaliah, Jannatul Liani, Zaiturrahmi Zaiturrahmi

Abstract


This study aimed to compare the motivation in learning English between boarding and non-boarding school students. It was focus on two types of motivation, namely intrinsic motivation and extrinsic motivation. This study was qualitative in nature with data collection techniques in the form of Likert scale questionnaires and semi-structured interviews. The participants consisted of 30 students, 15 boarding school students and 15 non-boarding school students respectively at the junior high school level. The finding showed that boarding school students tended to have higher levels of intrinsic motivation, especially in terms of interest and enjoyment in learning English. In contrast, non-boarding school students were more influenced by extrinsic factors such as encouragement from parents and teachers. Furthermore boarding students felt the boarding environment supported discipline and learning focus, while non-boarding students felt more influence from family and home environment. Thus, different learning environments between boarding and non-boarding schools had an influence on the tendency of students' types of learning motivation in English; boarding students were more driven by intrinsic motivation, while non-boarding students were more affected by extrinsic factors.

 


References


Getie, A. S. (2020). Factors affecting the attitudes of students towards learning English as a foreign language (pp. 1–37).

Lester, J. N., Cho, Y., & Lochmiller, C. R. (2020). Learning to do qualitative data analysis: A starting point. Human Resource Development Review, 19(1), 94–106. https://doi.org/10.1177/1534484320903890

Li, Y., Wang, J., & Zhang, L. (2023). Social support and emotional well-being among boarders and day school students: A two-wave longitudinal study. Children and Youth Services Review, 155, 107103. https://doi.org/10.1016/j.childyouth.2023.107103

Liu, X., Fan, H., Shang, X., Li, W., He, X., Cao, P., & Ding, X. (2024). Parental involvement and children's subjective well-being: Mediating roles of the sense of security and autonomous motivation in Chinese primary school students. Behavioral Sciences, 14(1), 12. https://doi.org/10.3390/bs14010012

Martin, A. J., Burns, E. C., Kennett, R., & Pearson, J. (2021). Boarding and day school students: A large-scale multilevel investigation of academic outcomes among students and classrooms. Frontiers in Psychology, 11, 610468. https://doi.org/10.3389/fpsyg.2020.610468

Nevisi, R. B., & Farhani, A. (2022). Motivational factors affecting Iranian English as a Foreign Language (EFL) learners’ learning of English across differing levels of language proficiency. Frontiers in Psychology, 13, 876812. https://doi.org/10.3389/fpsyg.2022.876812

Rusticus, S. A., Pashootan, T., & Mah, A. (2022). What are the key elements of a positive learning environment? Perspectives from students and faculty. Learning Environments Research, 26, 161–175. https://doi.org/10.1007/s10984-022-09372-w

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

Wang, C., Zhu, S., & Zhang, H. (2022). Understanding the importance of motivational intensity in English as a foreign language context: A structural equation modeling analysis. Frontiers in Psychology, 13, 876109. https://doi.org/10.3389/fpsyg.2022.876109

Ye, X. (2024). A review of classroom environment on student engagement in English as a foreign language learning. Frontiers in Education, 7, 1278495. https://doi.org/10.3389/feduc.2024.1278495

Zhang, Y., & Wang, H. (2023). Effect of English learning motivation on academic performance among English majors in China: The moderating role of certain personality traits. Psychology Research and Behavior Management, 16, 2187–2199. https://doi.org/10.2147/PRBM.S429437

Zhang, Z., & Crawford, J. (2023). EFL learners' motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 28, 6217–6239. https://doi.org/10.1007/s10639-023-11779-6

Zhong, Z., Fang, Y., & Yu, Y. (2024). The impact of boarding school on student development in primary and secondary schools: A meta-analysis. Frontiers in Psychology, 15, 1205961. https://doi.org/10.3389/fpsyg.2024.1205961


Refbacks

  • There are currently no refbacks.