GRADUATE STUDENTS’ MOTIVATION REGULATION STRATEGIES IN FACING ACADEMIC WRITING AMID COVID-19 PANDEMIC

Kristian Florensio Wijaya, Niko Albert Setiawan

Abstract


Abstract

 

To be more proficient and self-regulated, L2 academic writers, the deployment of motivation regulation strategies should be incorporated at the commencement of academic writing learning enterprises, particularly during this pandemic situation. According to previous studies, the establishment of robust motivation regulation strategies will potentially help L2 academic writers to better manage the ongoing writing learning dynamics and cope with varied upcoming challenges. Specifically, this study was conducted qualitatively by lending support from qualitative content analysis in order to offer more overarching findings derived from actual events experienced by the participants. To comply with this objectivity, two research instruments were also utilized in this study namely the Likert-Scale questionnaire and open-ended interviews. Further, the Likert-Scale questionnaire was administered via Google Forms to be filled out by 36 English education master students from batch 2018 and 2019, and the open-ended interview inquiries were sent through WhatsApp application in order to obtain the responses from the three random selected interviewees. Results from this study revealed that the majority of English education master students had successfully become more competent and resilient academic writers through five major streams of motivation regulation strategies namely interest enhancement, performance self-talk, mastery self-talk, self-consequating, and environmental structuring.      

Keywords: Motivation regulation strategies, academic writing, graduate students, Covid-19 pandemic


Keywords


Motivation regulation strategies; academic writing; graduate students; Covid-19 pandemic

Full Text:

PDF

References


References

Allo, M. D. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10.

Andrade, M. S., & Evans, N. W. (2015). Developing self-regulated learners. ESL readers and writers in higher education: Understanding challenges, providing support, 113.

Arniatika, S. (2019). Improving Speaking Performance Through Pecha Kucha Presentation Method. Pedagogy: Journal of English Language Teaching, 6(2), 129-140.

Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49-76.

Boscolo, P., & Hidi, S. (2007). The multiple meanings of motivation to write. Writing and motivation, 19(1).

Diasti, K. S., & Mbato, C. L. (2020a). Exploring Undergraduate Students’ Motivation-regulation Strategies in Thesis Writing. Language Circle: Journal of Language and Literature, 14(2), 176-183.

Diasti, K. S., & Mbato, C. L. (2020b). The Role of Motivation-Regulation in Master Students’ Academic Reading. Journal of English Educational Study (JEES), 3(2), 101-109.

Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing. Routledge.

Engelschalk, T., Steuer, G., & Dresel, M. (2016). Effectiveness of motivational regulation: Dependence on specific motivational problems. Learning and individual differences, 52, 72-78.

Engelschalk, T., Steuer, G., & Dresel, M. (2017). Quantity and quality of motivational regulation among university students. Educational Psychology, 37(9), 1154-1170.

Garn, A. C., & Morin, A. J. (2021). University students’ use of motivational regulation during one semester. Learning and Instruction, 74, 101436.

Grunschel, C., Schwinger, M., Steinmayr, R., & Fries, S. (2016). Effects of using motivational regulation strategies on students' academic procrastination, academic performance, and well-being. Learning and Individual Differences, 49, 162-170.

Hadwin, A. F., Järvelä, S., & Miller, M. (2011). Self-regulated, co-regulated, and socially shared regulation of learning. Handbook of self-regulation of learning and performance, 30, 65-84.

Harris, K. R., Graham, S., MacArthur, C., Reid, R., & Mason, L. H. (2011). Self-regulated learning processes and children’s writing. Handbook of self-regulation of learning and performance, 187-202.

Kim, D., Yoon, M., Jo, I. H., & Branch, R. M. (2018). Learning analytics to support self-regulated learning in asynchronous online courses: A case study at a women's university in South Korea. Computers & Education, 127, 233-251.

Krippendorff, K. (2004). Measuring the reliability of qualitative text analysis data. Quality and quantity, 38, 787-800.

Lin, C. H., Zhang, Y., & Zheng, B. (2017). The roles of learning strategies and motivation in online language learning: A structural equation modeling analysis. Computers & Education, 113, 75-85.

Manchón, R. M. (200). Writing to learn the language: Issues in theory and research. Learning-to-write and writing-to-learn in an additional language, 61, 82.

Mbato, C. L., & Cendra, A. (2019). Efl undergraduate students’ self-regulation in thesis writing: help-seeking and motivation-regulation. JELE (Journal of English Language and Education), 5(1), 66-82.

Miele, D. B., & Scholer, A. A. (2018). The role of metamotivational monitoring in motivation regulation. Educational Psychologist, 53(1), 1-21.

Mohamed, M., & Zouaoui, M. (2014). EFL writing hindrances and challenges: The case of second year students of English at Djillali Liabes. Journal of Educational and Social Research, 4(3), 149-149.

Mukti, T. W. P. (2017). The Role of Students’ Motivational Self-Regulation in Structure III. LLT Journal: A Journal on Language and Language Teaching, 20(2), 116-126.

Oxford, R. L. (2015). Expanded perspectives on autonomous learners. Innovation in Language Learning and Teaching, 9(1), 58-71.

Reeve, J., Ryan, R. M., & Deci, E. L. (2018). Sociocultural influences on student motivation as viewed through the lens of self-determination theory. Big theories revisited, 2, 15-40.

Schwinger, M., & Otterpohl, N. (2017). Which one works best? Considering the relative importance of motivational regulation strategies. Learning and individual differences, 53, 122-132.

Schwinger, M., & Stiensmeier-Pelster, J. (2012). Effects of motivational regulation on effort and achievement: A mediation model. International Journal of Educational Research, 56, 35-47.

Schwinger, M., Steinmayr, R., & Spinath, B. (2009). How do motivational regulation strategies affect achievement: Mediated by effort management and moderated by intelligence? Learning and individual differences, 19(4), 621-627.

Sirois, F., & Pychyl, T. (2013). Procrastination and the priority of short‐term mood regulation: Consequences for future self. Social and personality psychology compass, 7(2), 115-127.

Stegers‐Jager, K. M., Cohen‐Schotanus, J., & Themmen, A. P. (2012). Motivation, learning strategies, participation and medical school performance. Medical education, 46(7), 678-688.

Teng, L. S., & Zhang, L. J. (2016). Fostering strategic learning: The development and validation of the Writing Strategies for Motivational Regulation Questionnaire (WSMRQ). The Asia-Pacific Education Researcher, 25(1), 123-134.

Teng, L. S., Yuan, R. E., & Sun, P. P. (2020). A mixed-methods approach to investigating motivational regulation strategies and writing proficiency in English as a foreign language context. System, 88, 102182.

Troia, G. A., Harbaugh, A. G., Shankland, R. K., Wolbers, K. A., & Lawrence, A. M. (2013). Relationships between writing motivation, writing activity, and writing performance: Effects of grade, sex, and ability. Reading and Writing, 26(1), 17-44.

Umamah, A., & Cahyono, B. Y. (2020). Indonesian university students’ self-regulated writing (SRW) strategies in writing expository essays. Indonesian Journal of Applied Linguistics, 10(1), 25-35.

Wolters, C. A. (2003). Regulation of motivation: Evaluating an underemphasized aspect of self-regulated learning. Educational psychologist, 38(4), 189-205.

Wolters, C. A. (2011). Regulation of motivation: Contextual and social aspects. Teachers College Record, 113(2), 265-283.

Wolters, C. A., & Benzon, M. B. (2013). Assessing and predicting college students’ use of strategies for the self-regulation of motivation. The Journal of Experimental Education, 81(2), 199-221.

Wolters, C. A., & Hussain, M. (2015). Investigating grit and its relations with college students’ self-regulated learning and academic achievement. Metacognition and Learning, 10(3), 293-311.

Zhang, J., Zhang, Y., Song, Y., & Gong, Z. (2016). The different relations of extrinsic, introjected, identified regulation and intrinsic motivation on employees’ performance. Management Decision.

Zimmerman, B. J., & Schunk, D. H. (2008). An essential dimension of self-regulated learning. Motivation and self-regulated learning: Theory, research, and applications, 1, 1-30.

Zimmerman, B. J., & Schunk, D. H. (2011). Motivational sources and outcomes of self-regulated learning and performance. Handbook of self-regulation of learning and performance, 5(3), 49-64.




DOI: https://doi.org/10.24071/llt.v24i2.3142

DOI (PDF): https://doi.org/10.24071/llt.v24i2.3142.g2472

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Kristian Florensio Wijaya, Niko Albert Setiawan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and abstracted in:

    

 

LLT Journal Sinta 2 Certificate (S2 = Level 2)

We would like to inform you that LLT Journal: A Journal on Language and Language Teaching has been nationally accredited Sinta 2 by the Ministry of Education, Culture, Research and Technology of the Republic of Indonesia based on the decree  No. Surat Keterangan 158/E/KPT/2021. Validity for 5 years: Vol 23 No 1, 2020 till Vol 27 No 2, 2024

 

 

This work is licensed under CC BY-SA.

Creative Commons Attribution-ShareAlike 4.0 International License

 

Free counters!


 LLT Journal: A Journal on Language and Language Teaching is published twice a year, namely in April and October by the English Language Education Study Programme of Teacher Training and Education Faculty of Sanata Dharma University, Yogyakarta, Indonesia.