Review Ofrelated Literature and Studies

CHAPTER II
REVIEW OFRELATED LITERATURE AND STUDIES
This chapter deals with the research and literature that related and relevant to the present study
Motivation may mean different things to different people as people can be motivated by various
ways. Velez (2007) conceptualizes motivation as an inspiration or encouragement of a person to do his or
her best. In educational context, Snowman et al. (2008) define motivation as the forces that lead to the
arousal, selection, direction, and continuation of behavior. Bennell and Akyeampong (2007) interpreted
teachers’ motivation for work as a mental boost in the teachers to do their job. In a similar vein, according
to Claeys (2011, p.4), teachers’ motivation is the internal desires for personal and professional
development and working in educational settings.
Motivation in online courses has been receiving attention in recent years (Chen & Jang,
2010; Baker, 2010; Hartnett et al., 2011; Richardson et al., 2015; Li & Tsai, 2017; Kyewski &
Kramer, 2018; Özhan & Kocadere, 2020). While these studies do not specifically focus on many
courses, their findings are still relevant for the learners of a foreign language in a virtual
classroom. Hartnett et al. (2011) describes motivation in online learning a complex phenomenon
that is mostly affected by individual traits and specific contexts. Motivation is worth exploring in
an online course because students are inclined to participate less (Kyewski & Krämer, 2018) and
high attrition rates lead to motivational questions in distance education for instructional
designers.
Motivation is another question that calls for in-depth analysis when it comes to online
learning environments (Burston, 2003). Motivation in online courses has been receiving attention
in recent years (Chen & Jang, 2010; Baker, 2010; Hartnett et al., 2011; Richardson et al., 2015;
Li & Tsai, 2017; Kyewski & Kramer, 2018; Özhan & Kocadere, 2020). While these studies do
not specifically focus on L2 courses, their findings are still relevant for the learners of a foreign
language in a virtual classroom. Hartnett et al. (2011) describes motivation in online learning a
complex phenomenon that is mostly affected by individual traits and specific contexts.
Motivation is worth exploring in an online course because students are inclined to participate less
(Kyewski & Krämer, 2018) and high attrition rates lead to motivational questions in distance
education for instructional designers. Various elements have been suggested to interact with
online learning motivation in an effort to address the problems of attrition and participation.
Learners experience lower levels of motivation when they skip classes or do not
participate in the activities. De Barba et al. (2016) found state-level motivation at the moment of
learning acts as a mediator between intrinsic motivation and participation. They further discussed
that an online learning environment should cater for motivation and participation as situational
interest is contextual and depends on how much activities and content are able to keep students’
attention. Similarly, Chen and Jang (2010) suggest students need support tailored for their needs
in order to decrease their anxiety and uncertainty as a suggestion to deal with attrition. Course
materials and tasks were also questioned in relation with motivation. Hartnett et al. (2011)
reports identified regulation (acknowledging the value of an activity) in online settings is as
much significant as intrinsic motivation. Thus, it’s important to offer meaningful tasks to the
learners and ensure grounds for honest communication between instructors and learners. Çebi
and Güyer (2020) found a positive correlation between the intensity of students’ engagement
with course material and their motivation while their choices of materials did not have any
impact on motivation.
Campbell and Sarac (2018) proposed that the technology is integrated into language
learning at an increasing rate in order to boost students’ motivation and maximize their
understanding of the content. Rubio (2013), on the other hand, suggested that a well-designed
blended course with online and offline elements can be more effective than a well-designed face-
to-face or a well-designed purely online course in helping students maximize their motivation as
well as proficiency in second language education. Murday et al. (2008) and Ushida (2005)
proposed that hybrid courses are generally regarded as more effective than their exclusively
online counterparts as they do not rely too much on students’ motivation. In Ushida’s (2005)
study that investigated motivation in online language courses, data was collected from 30
participants who attended different courses through three sets of questionnaires that investigated
their general background, technology background and attitudes and motivation as well as
through interviews.
Their courses were mostly online while they also met as a class once a week and
individually met with their teacher or language assistant for 20 minutes. The results of the study
showed that students with high integrative motivation were overall more satisfied with the course
and the researcher predicted a high correlation between the rates of voluntary participation in
online discussions and motivational levels of the students. Ushida’s (2005) study also concluded
that teacher-specific motivational components, as suggested by Dörnyei (1994), were closely
related with the creation of a classroom culture, which affected overall student motivation and
attitude in the online classes.

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CHAPTER II

REVIEW OFRELATED LITERATURE AND STUDIES

ways. Velez (2007) conceptualizes motivation as an inspiration or encouragement of a person to do his or

development and working in educational settings.

reports identified regulation (acknowledging the value of an activity) in online settings is as

that teacher-specific motivational components, as suggested by Dörnyei (1994), were closely

attitude in the online classes.

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