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All Journal ELS Journal on Interdisciplinary Studies in Humanities JEELS (Journal of English Education and Linguistics Studies)
Laos Mbato, Concilianus
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Exploring Types of Language Learning Motivation among EFL Students: Insights from Rwandan High Schools Ndayisenga, Jean d'Amour; Laos Mbato, Concilianus
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.42097

Abstract

Motivation in language learning is a critical area of study since motivation greatly impacts second language acquisition. Socio-Educational Model theory explains motivation to learn a second language in two main types: integrative and instrumental motivation. Many studies have explored motivation in language learning, but such studies are deficient in the case of Rwandan EFL learners. This study analyses the motivational types that inspire students during learning and investigates the motivation factors for EFL learning. This descriptive study, which involves a class from a Rwandan high school of Groupe Scolaire Nyamirama, uses both a qualitative and quantitative design. The information was gathered using open-ended questionnaires and closed-ended questionnaires. The results indicated that instrumental and integrative motivation significantly influences students’ EFL learning process. However, it showed that instrumental motivation was major in EFL learning. Additionally, according to the data, twelve motivational factors were identified from students and ten from teachers regarding teaching strategies and teacher-student interactions, all which impact students during the learning process. However, because motivational variables and motivational types rely on context, it is recommended that a study on this topic be conducted in a different setting.
Leveraging Critical Incidents to Enhance In-service Teacher Professional Development: A case study in Temanggung, Central Java Windi Resila, Yesika; Laos Mbato, Concilianus
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3556

Abstract

The continual development of professional teachers is essential for upholding an ideal learning atmosphere for students. Although there were extensive studies on pre-service training and early career development, there is a gap in information regarding how in-service teachers, who have years of experience, continue to enhance their professionalism throughout their careers. In this study, teachers encountered several unexpected and impactful classroom Critical Incidents, which provided significant insights into their professional development. This study aimed to examine the critical incidents faced by practicing teachers and how these experiences shaped their professional identity. It explores how these moments affect their fundamental values, beliefs, and teaching methods. The research investigated the real-life experiences of three Junior High school in-service teachers in Temanggung, Indonesia by using teacher reflections and conducting in-depth interviews. The findings of the interviews with the in-service teachers indicate that students' attitudes towards teachers and their own mental health were associated with a higher frequency of critical incidents in the classroom. The researchers also discovered that critical incidents were far better for their growth compared only to participating in teacher development training, as it provided valuable experience and exposure to real-world situations. This finding had profound implications both in academia and in practical applications. Teacher education programs can enhance their preparation of pre-service teachers by acknowledging the impact of significant incidents. Furthermore, the results can be used to enhance professional development programs for teachers, enabling them to analyze their critical incidents and use these experiences in their development.
Co-Authors Ndayisenga, Jean d'Amour Windi Resila, Yesika