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All Journal Global Education : International Journal of Educational Sciences and Languages
Desmaliza Desmaliza
Unknown Affiliation
Education Languange, Linguistic, Communication & Media

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Academic Motivation and Self Regulated Learning Strategies in Online Language Education across Culturally Diverse Student Populations Desmaliza Desmaliza; Sri Suharti; Dina Destari
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.310

Abstract

This study examines the relationship between self regulated learning (SRL) strategies and academic motivation among students engaged in online language education, with a particular focus on how cultural diversity influences these factors. SRL strategies, such as goal setting, self monitoring, and time management, are crucial for maintaining motivation and improving learning outcomes, especially in online settings that require high levels of student autonomy. The study found a strong positive correlation between intrinsic motivation and the use of SRL strategies. Students who were intrinsically motivated to learn demonstrated better use of SRL strategies, leading to improved academic performance. Furthermore, the study explored how cultural diversity impacted the application of SRL strategies, revealing that students from collectivist cultures often emphasized collaboration and effort, while students from individualistic cultures focused more on autonomy and personal achievement. These cultural differences influenced how students engaged with SRL strategies and maintained their motivation throughout their online language courses. The findings underscore the importance of considering cultural diversity when designing online language education programs. Culturally responsive teaching practices that acknowledge students' cultural backgrounds can enhance motivation, foster better use of SRL strategies, and improve learning outcomes in diverse online classrooms. The study highlights the need for further research that explores the interaction between different cultural groups, expands sample sizes, and investigates other motivational factors, such as self efficacy and achievement goals, to develop more effective and inclusive online language education strategies.  
Integrating Global Citizenship Education into Language Learning to Foster Intercultural Awareness among Secondary School Students Arjulayana Arjulayana; Desmaliza Desmaliza; Rachmi Rachmi
Global Education : International Journal of Educational Sciences and Languages Vol. 1 No. 2 (2024): May: Global Education : International Journal of Educational Sciences and Langu
Publisher : International Forum of Researchers and Lecturers

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70062/globaleducation.v1i2.314

Abstract

This study examines the integration of Global Citizenship Education (GCE) into language learning and its effects on secondary school students' intercultural sensitivity, global perspectives, and critical thinking. As globalization expands, education systems must not only develop linguistic skills but also prepare students to engage with global challenges and diverse cultures. A mixed methods approach was used, incorporating surveys, reflective journals, and classroom observations to assess how GCE influences students' understanding of global issues and cultural diversity. Results show that GCE integration significantly enhances students' intercultural sensitivity and global awareness, equipping them to navigate cross-cultural interactions. Students also demonstrated improved critical thinking skills, especially in analyzing global issues and engaging with intercultural viewpoints. The study emphasizes the importance of collaborative learning, such as Collaborative Online International Learning (COIL), in fostering intercultural empathy and global citizenship skills. It suggests that language educators should integrate GCE themes to develop globally conscious and interculturally aware students. Further research is needed to explore the long-term effects of GCE on language learners and its application in various educational settings. By providing students with the tools to tackle global challenges, GCE can play a crucial role in shaping responsible, globally aware citizens.
Co-Authors Arjulayana Arjulayana Dina Destari Rachmi Rachmi Suharti, Sri