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All Journal IRJE (Indonesian Research Journal in Education) Studies in English Language and Education
Batyi, Szilvia
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Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Motivation And Attitude of International Students Towards Learning Hungarian Khelifa, Alaeddine; Batyi, Szilvia
Indonesian Research Journal in Education |IRJE| Vol. 7 No. 1 (2023): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v7i1.24828

Abstract

In second/foreign language learning, motivation, anxiety, and attitude play a role (Pham, 2021). Dörnyei (2001) pointed out that the classroom is such a complex place that a single motivational principle cannot explain what happens within because motivation is a complex, composite entity with distinct and state-like context-specific components. Additionally, anxiety and attitude are complex constructs, and despite the differences in research methods used and the conceptualization of various motivational configurations, the general view among these studies is to treat motivation, anxiety, and attitude as dependent constructs characterized by multiple guiding variables (Dörnyei, 2010; Galánta, 2009; MacIntyre et al., 2015). Current approaches have also called for integration between these constructs and language learning situations in the FL classroom. These multi-variable approaches help this research explores motivation, anxiety, and attitude in 280 international students in Hungary taking courses in L2 Hungarian with a 34-item questionnaire. As expected, motivation, anxiety, and attitude are strongly related, and the self-guides emerge as strong predictors of motivated behavior and attitudes and have a negative correlation with language anxiety (Csizér & Dörnyei, 2005). Anxiety integrates with self-confidence, and language proficiency has the highest correlation with attitude. Finally, the attitude toward the course correlates highly with the attitude toward the community. Learners who report high ideal selves are thus most likely linguistically self-confident and exhibit a motivated behavior that encourages them to be exposed to Hungarian outside their classrooms and to have a positive attitude toward the community, the Hungarian language, and their teachers.
The manifestation of interlanguage pragmatics in direct and indirect request strategies used by international students Oktavia, Diana; Batyi, Szilvia; Mukminin, Amirul; Santos, Myla L.; Astrero, Emily T.; Torress, Joel Mayo; Marzulina, Lenny
Studies in English Language and Education Vol 10, No 3 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i3.27548

Abstract

This study focused on how interlanguage pragmatics (ILP) is manifested in a multicultural environment. Learners ability to make requests has received considerable attention in ILP research because requests are intrinsic face-threatening acts. The question this study aimed to address was to what extent a culture has an impact on the direct and indirect level of request strategies. The data were collected from thirty participants (fifteen males and fifteen females) representing five nationalities (Russian, Indonesian, Pakistani, Jordanian, and Hungarian) and studying at the University of Pannonia. The Discourse Completion Test (DCT) developed by Hendriks (2002) was used as an instrument, containing different situations to which the participants had to respond. The linguistic and cultural background of the participants was identified using an online tool, namely the Language History Questionnaire. The participants responses were then recorded and transcribed. The direct and indirect levels of the requests were analyzed by categorizing the head act and the internal (syntactic and lexical) and external modifiers. The data showed that the participants generally used more indirect strategies in making requests (86.2% indirect, 13.8% direct), especially those from Indonesia. Participants from Pakistan were the most direct in making requests. Moreover, they used more external modifiers than other participants to compensate for their directness.
Co-Authors Amirul Mukminin Astrero, Emily T. Khelifa, Alaeddine Lenny Marzulina, Lenny Oktavia, Diana Santos, Myla L. Torress, Joel Mayo