Review Article

Academic Writing Course

2020

The EFL Student’s Motivation in Developed Country and Developing Country

in Asia: A review of Literature.,

Yazid Mahendra
20207470073
Mahasiswa Pasca Sarjana Pendidikan Bahasa Inggris
Universitas Indraprasta PGRI, Jakarta
yazid.mahendra@gmail.com

ABSTRACT
The article aims to review the students’ motivation for English Foreign Language both in developed
countries and developing countries in Asia. Due to the introduction of English in several countries in Asia
starting from the early stage of students learning, a study of students’ motivation was needed as most study
so far was done in the west. This article was done by literature review, then was analyzed to several themes.
This study found that Student’s internal motivation was decreasing from the third grade to 6th grade and
continue to do so from the 7th – 9th grade of secondary school but entering the higher school level their
motivation was increasing. Furthermore, girls have higher motivation in leaning language than boys while
National high school, schools in large cities and elite academic school is the example of school has high
motivation students. Most of this motivation was driven by the students’ needs on having good score in
exam, getting a better job, and having the possibility to study overseas.

Keyword: (students’ motivation, EFL learning, developed country, developing country)

INTRODUCTION
Carreira (2012) mentioned that English programs for children in Asian countries
have been growing for so many years and it is today in the spot that it is paramount to
asses closely, from many point of view such as, the contents and contexts of its programs,
linguistic studies, and affective aspect in learning English as a foreign language (EFL). In
line with that, Wen and Piao (2020) added that there has been a moved to a socio-dynamic
stance in EFL learning motivation that could help any researchers to examine motivational
involvement in a classroom situation. Namely, intrinsic motivation and extrinsic motivation,
intrinsic motivation, is defined as “motivation to engage in an activity for its own sake” and
extrinsic motivation, is defined as “motivation to join in an activity as a means to an end”
(Pintrich & Schunk 2002, as cited in Carreira 2006). A study by Larson and Rusk (2011)
confirmed that Intrinsic motivation will play an essential part in students’ performance
advancement and learning experience in the near future. In short, it can be assumed that
there is always a background of the story to any of the student’s achievement in the
classroom.
Others form of motivation that is proposed by Gardner and Lambert (1972 as cited
in Suryana, et.al. 2017)), namely integrative and instrumental motivation. Integrative
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motivation, referring to “the aspiration to learn a language in order to communicate with

people from another culture who speak that language”, while Instrumental motivation
means, “the aspiration to grasp a language as it would help them some meaningful goals,
such having a good job, having a good exam score, etc”. As stated above Motivation is
vital for the student’s improvement. Song & Kim (2016) also agreed with that by saying that
motivation is a pivotal factor in foreign language learning. Many researchers believed that It
has been viewed as one of the factors with the substantial influence on people’s
outstanding achievement in EFL learning, and while others studies have found that less
motivated students are likely hard to achieve the same result in EFL learning. In summary,
anything that the students feeling and believe regarding this language would play a bigger
factor in their learning experience and development to understand it.
In Japan, their Ministry of Education, Culture, Sports, Science and Technology
(hereinafter, MEXT, 2001, as cited in Carson and Cashira, 2011) has begun more English-
language learning which start from the elementary and secondary education systems
where students are taught English mostly using Japanese that focus on reading, writing,
and grammar rather than communication, to let them get the best exam score. In fact,
(Fredrick 2011, as cited in Carson & Cashira, 2011) also added that due to the low number
of hours, they have tried to study English as mean of communication, taught in English in
principle but often in a reality it’s Japanese (Hadley 2004 as cited in Carson Cashira,
2011), so students are ill-prepared for English communication lessons (Hato 2005 as cited
in Carson Cashira, 2011). This story are eyes to eyes to the situation in Korea, many
students worry that their compulsory language course In Korea. The effect is the Korean
Ministry of Education has changed the way of English education is introduced in schools in
order to promote the use of a communicative language teaching (CLT) approach over the
past few decades. (Ministry of Education, Science, and Technology of Korean as cited in
Song & Kim, 2016(Butler, 2014; Carreira, 2011; Carreira et al., 2013; Carson & Kashihara,
2012; Christianto & Karin, 2019; Firdani et al., 2019; Hidi, 2000; Larson & Rusk, 2011; H.
Lee & Kim, 2014; J. H. Lee & Lo, 2017; Marzuki et al., n.d.; Matsuzaki Carreira, 2006; Mori
& Gobel, 2006; Song & Kim, 2017; Suryasa et al., 2017; Wen & Piao, 2020) ). However,
Song & Kim (2016) states that grammar and translation approach and test-based teaching
are still widely used which could affect the students’ motivation who want to use English as
mean of communication.
In Indonesia, English has been put as a foreign language which is learned as a
part of the curriculum starting from the junior high level up to the higher education level.
Christianto & Karin (2019) confirmed that English language is not only grasp within the
classroom but is also used as way to communicate. It can be seen from many language
trainings centers and International schools which have English as the instructional
language to facilitate their students and their employees needs to have communication in
English. He also added that since the role of English as a Foreign Language (EFL), the
students’ interest in learning this language is certainly affected by some crucial part such
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as internal or external aspect. Some other aspect that affect the success of students in
learning English are a teacher approach, students’ motivation, curriculum, teaching
material, and learning facilities (Suryasa, et.al. 2017)
Motivation has become the crucial factor in ELF learning both in developed or
developing country. Even the regulation made by the government are still considering not
enough to give a new wave of refreshment in people’s goal of EFL learning. Due to its
insignificant function in everyday conversation many people still considered English as a
tool to get better exam score or have a decent job in EFL learning context. However, many
scholars are still not yet how it could be seen that way as English have been taught from
elementary or secondary level in Asia. As a result, the researcher is eager to see the link of
EFL student’s motivations with the subject itself in the area. What is the students’
motivation during EFL learning in developed country in Asia? What is the students’
motivation during EFL learning in developing country in Asia? Which variables of the
students’ motivation during EFL learning in developed country in Asia are interrelated with
students’ motivation during EFL learning in developing country in Asia?
This article will discuss the three major points on students’ motivation in teaching
English as a foreign language in some countries in Asia. The first part of the paper will
discuss Students’ motivation of EFL learning in developed country such as Japan and
Korea. The next part will discuss the Students’ motivation of EFL learning in developing
country such as Indonesia and the last part will compare in what areas they have are
associated with.
RESEARCH METHOD
The data in this literature review uses secondary data extracted from databases
and books related to the variables stated above. Most of the journal articles used in this
paper are research articles or articles that came from other researchers’ surveys and
works. When searching for the articles, the key words used by the writer included terms
like [motivation in English], [motivation in English Indonesia], [motivation in EFL Learning],
[English as a foreign language], [motivation in EFL for Primary Level], [motivation in EFL
based on gender] and combinations of the words. To keep this literature up to date, the
articles were chosen based on their years of publication, which range from two to fifteen
years old.
The books were picked based on their topics and their availability in the library.
The books used were as up-to-date as possible. Furthermore, this literature review will be
analysed using thematical analysis.

FINDINGS AND DISCUSSION

Students’ motivation during EFL Learning in Developed Country: Japan and Korea.
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At elementary schools across Japan, English classes are being introduced in order
to raise international understanding under the care of the Ministry of Education, Culture,
Sports, Science, & Technology’s [MEXT] which named “Period for Integrated Study”
programme (Ministry of Education, 2001 as cited in Carreira, 2006). Sakurai and Takano
as cited in Carreira (2006) found that students’ intrinsic motivation for learning in general
decreases with age. It is often presumed that students in lower grades seem to take part in
English lessons actively by playing games and singing songs. On the hand, the students in
upper grades tend to enjoy such activities less than lower grades students. Furthermore,
Carreira (2006) wanted to focus more on study to explore the factors underlying Japanese
elementary school pupils’ motivation for learning English and their advancement direction.

In his study, Carreira (2006) prepared two hypotheses: the first, third graders have
more intrinsic motivation for learning EFL than sixth graders while the second stated that
Sixth-graders have higher extrinsic motivation for learning EFL compare to third graders.
Participant of this study were ranging from third (8 to 9 years old) graders and sixth (11 to
12 years old) graders. It consisted of 354 people: 164 third grade, 171 sixth grader divided
into 193 boys and 161 girls. This study used a survey research design using a
questionnaire. These questionnaires have been developed by the researcher named the
Motivation and Attitudes toward Learning English Scale for Children (MALESC) based on
the body of literature regarding motivation in SLA and intrinsic and extrinsic motivation in
psychology, referring in particular to Schmidt et al. (1996), Gardner (1985) and Sakurai,
and Takano (1985). There are approximately 19 items on the questionnaire, including
items on motivation to learn English, interest in foreign countries, caregivers’
encouragement, instrumental motivation, and anxiety. (see appendix)

The result of his study said that Hypothesis 1, which stated that third graders have
more intrinsic motivation for learning EFL than sixth graders, was supported. Why does
pupils’ intrinsic motivation decrease with age? When young children or kids are given some
interesting and exciting activities or practices by teachers and parents, they often become
really engaged in them. Then, as soon as they become more logical and have their own
ideas as they grow older, they may not cherish those activities set by others as much it
used to. Furthermore, this decreases in intrinsic motivation cannot be avoided to some
degree. While the Hypothesis 2 which stated that sixth graders have more extrinsic
motivation for learning EFL than third graders was not supported. In the present study,
there were crucial differences between the third and sixth graders in extrinsic motivation
(interest in foreign counties and instrumental motivation), it showed that the third graders
who possessed higher extrinsic motivation. Based on these results, it could be said that not
only intrinsic but also extrinsic motivation decreases with age. He stated that this result
was due to the condition in Japan when the students are getting older, they do not get a
way to practice their English to real communication outside the classroom with the
foreigners. As a study suggested that detaching the learning of academic skills from real-
world contexts can imply motivational costs (Lepper & Henderlong, 2000, as cited in
Carreira, 2006).
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Using the same instrument in Carreira (2011) did another study on looking to
motivation for learning in general among Japanese Elementary school students. He added
other instruments developed by Sakurain and Takano (1985) called SIEM which measured
intrinsic and extrinsic motivation: curiosity, causality, mastery, attribution, challenge, and
enjoyment. Assessing 268 participant in this study he showed that intrinsic motivation for
learning EFL, interest in foreign countries, and instrumental motivation of the participating
students generally fall of from third through sixth grades but girl was having higher score in
these three variables. Thus, this study supports the common discovery in Japan that girls
generally have more motivation to learn language compare to boys (Mori and Gobel, 2006)

Then, in this study he also confirmed that curiosity, internal causality, and
preference for challenge decreased from third through sixth grades and endogenous
attribution increased from fourth through fifth grades. As regards to genders roles, it
showed that girls also get higher score in all the aspects compare to boys which also
means that girl prefer challenge as much as boys. In addition to that while comparing those
two elements of student’s motivation in general and students’ Intrinsic motivation in EFL, it
can be concluded that enjoyment became the vital aspect in Intrinsic Motivation of for EFL
Learning and interest in foreign countries. In brief, as Japanese elementary school
students get older, those students that enjoy schoolwork are presumably having higher
motivation for learning EFL. This finding was also strengthened later by himself (Carreira,
2013) who revealed that students of higher grades have more intrinsic motivation to learn
English than students of middle grades when they have better proficiency in English
lessons. On the other hand, higher grader (6 th grader) who learn for external variables,
such as for getting the job and preparing for exam seems to get more interest in foreign
countries and instrumental motivation. Lastly, if the student themselves have the self
determination to learn voluntarily tend to have more instrumental motivation.

The same study was also conducted in Korea entitled developmental trends in
intrinsic motivation for different subjects during secondary school years mostly in English
and Math for gender with considering various school characteristics, and explain the
changes based on the cultural context of Korea (Lee and Kim: 2014). They stated that as
previous study in western culture see that there is a certain relation of intrinsic motivation
with grades, activities value and activity enjoyment, while study in eastern culture were still
considered very limited. They added that student’s extrinsic motivation has a significant
role in Asian countries such as in Japan and in Korea. As we as might know that the
student’s grade in important subject such as English, Math, and Science are high. They
confirmed that it’s due to those subjects will really boost the chance in passing college
exam, joining the best employment after graduation (Hyun, Lee, & Lee, 2000; Rohlen,
1983; Stevenson & Baker, 1992 as cited in Lee and Kim, 2014). However, those
arguments would also neglect another future success in learning for EFL that lowered their
intrinsic motivation (Schunk et al., 2008 as cited in Lee and Kim, 2014)

Their data were collected from five waves (7th–11th grade) of the 2005–2009
Korean Education Longitudinal Study (KELS) that was used in this study. KELS was
managed by the Korean Educational Development Institute which is controlled by the
Korean government. Three variables were applied for assessing each subject’s intrinsic
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motivation which mirrored the level of ‘engagement in the subject’, ‘view on importance of
the subject’, and ‘interest in the subject’. The hypotheses were first, intrinsic motivation in
English would decrease more slowly than math because of instrumental value of English in
Korean. Then, girls’ intrinsic motivation in English would be higher, and decrease more
slowly than boys, whereas boys’ intrinsic motivation in math decrease more slowly than
girls as in various previous research. The last, the intrinsic motivation would be the highest
among students at (a) elite academic schools, followed by general academic schools and
then vocational schools; (b) small-medium city than large city; (c) national schools than
private schools; (d) single sex schools than coed schools.

Based on their research, Intrinsic motivations in English and math decreased

during middle school years from 7th to, 9th grades, but each subject showed a different
developmental pattern during high school years from 10th to 11th grades. English intrinsic
motivation decreased during middle school years and increased during high school years,
even after controlling for gender and various school characteristics. This finding later was
reinforced by Song and Kim (2016) who noted that students was starting to drop their
motivation in English in middle school year, and external factors, such as teaching
methods, change in study methods, uninteresting textbooks, difficulty with studying
English, and a decrease in English scores, got a vital effect on their demotivation than
internal aspects. Then, when these aspects were fixed [during senior high school), and
specifically when students began to consider English as required for their future needs,
their motivation was starting to grow one more.

For English, girls’ intrinsic motivation was higher at 9th grade and decreased more
slowly during middle school and increased at a faster rate during high school when
compared to boys who increased in math. In line with that Butler (2014) said that girl tend
to think that all school subject is important to them as well as English and Math. In addition,
high schools located in medium-small cities showed [low English] intrinsic motivation than
the schools located in central and large cities, and rural areas. National high schools
showed higher English intrinsic motivation compared to private high schools. Considering
that almost all national high schools in Korea are affiliated with the education colleges at
national universities, these schools may have a better curriculum and teacher qualification.
Elite academic schools also showed higher intrinsic motivation compared to general
academic high schools while vocational high schools and art and sports high schools
showed lower levels of intrinsic motivations in English and math.

Another study was also conducted by Lee and Lo (2017) about the relationships
between students’ attitudes toward classroom language choice, motivation, and proficiency
for EFL learning. From their study of 366 students from one public university in Korea, it is
found that the students’ motivation is significantly affected by the position of English as an
international language so that they can communicate with people from another countries in
English in an era of globalization. In brief, this study confirms the common findings in
regards of motivation for EFL learning was due to the practical use of English as mean of
communication.
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Those four Asian studies show that there are both demonstrated the demotivation
and remotivation of the students for learning EFL in both countries. As explained above in
Japan context, student’s internal motivation was consistently dwindling from the third grade
to the 6th grade while their extrinsic motivation such getting a better job in future and having
to pass the exam drove them to be excel in EFL learning. On the opposite, Korean who
studied the secondary and higher education students give a different result due to their
details and well-prepared study including the student’s genders and type of school their
role in. it concluded that student’s internal motivation for EFL learning was decreasing from
the 7th – 9th grade of secondary school but starting to show distinct result when the
students was entering the higher school level. Moreover, they added that girls have higher
motivation in leaning language than boys and National high school, schools in large cities
and elite academic school did not happen to have any sign of low internal motivation.

Students’ Motivation during EFL Learning in Developing Country: Indonesia

In Indonesia, as suggested by Marlina in her Research (2007, as cited in Suryasa,

et al., 2017) which related to students’ motivation in learning English as the second
language found that most of the students learn English because they want to get a better
job, as they know English is an international language which categorized into instrumental
motivation. In addition to Marlina research Suryasa was done another survey on 30
students from Pritcharr English Academy (PEACE), 15 students were at Intermediate level
and 15 others were at advanced level. They used questionnare to measure the participant
motivation consist of 5 integrative motivation (Cultural and Social Goals) and 5 statement
of instrumental motivation (Career related and Academic goals). This study showed that
the participants have high motivation in both instrumental and integrative aspects and but
with a slight dominance in instrumental motivation.

Another research that discussed about student’s motivation from Indonesia reveals
that students are motivated by their internal and external desire (Marzuki, et.al., 2019). The
participant were 116 students from an English Study program who are in their first
semester (18-19 years old). The Gardner‟s AMTB (Attitude/Motivation Test Battery)
questionnaire were set to the participant that derived into 30 items. (see appendix). Some
want to learn English because it gives them pleasure and develops a particular skill
(internal desire). While others also state they want to get good score in exam, get a good
job and study overseas (external motivation). There is no certain evidence the students
want to use English as a mean of communication outside the classroom setting or in daily
conversation. In contrast, the previous study suggested a highly accurate data confirming
that external motivation is more preferred motivation by the students (53%) compare to the
internal one (47%). It means that most of the students are slightly motivated extrinsically in
EFL learning as they had the support their family, their peer group, or the society. (Alfiana,
2013)

Firdani, et al. (2019) added another idea to the study of students’ motivation
specifically related to its connection to gender among EFL Students. The data were
collecting using library research and questionnaires and assessing ten postgraduate
students of a university. They concluded that female students have higher motivation than
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male students for EFL learning in most aspects such as intrinsic motivation, language
requirement, instrumental orientation, integrative orientation, interest in foreign language
and motivational strength. In addition, the researchers also revealed that female students
are feeling more interested, enthusiast and attracted for EFL learning.

In short, most of the study above agree on one thing that students are having
highly extrinsic motivation or so can be said as ‘instrumental motivation’ such as getting a
better job, having good score in exam and having the possibility to study overseas. While
internal motivation such as getting pleasure and develops a particular skill were slightly
overlooked by the majority of the students. In addition, taking into account the gender of
the students also revealed most current study that confirmed female students are mostly
having higher motivation compare to the male students. The criteria that was examined in
the study was their intrinsic motivation, language requirement, instrumental orientation,
integrative orientation, interest in foreign language and motivational strength.

EFL Students Motivation in developed country and developing country

Based on the two points above, there are several points that can be confirmed.
First, in early days for EFL learning in developed country, most students in primary level
tend to have high intrinsic motivation due to the purpose of learning was still making
learning language as exciting as possible while there is slightly some sparks of external
motivation for upper grades students. In contrast for developing country, there is no study
assessing this yet in Indonesia. Then, moving into the higher level starting from grade six
until grade 9, most of the students is already getting grasp of the language itself. As result
both their internal motivation and external motivation are starting to dwindle. External
factors, such as teaching methods, change in study methods, uninteresting textbooks,
difficulty with studying English, and a decrease in English scores, are the most common
factors. Everything is changing when the students move to high school level when they
starting to find out that being motivated will boost up their chance to pass college exam
and getting a better job. In this level, many studies revealed that the students’ motivation,
both internal motivation and external motivation, begin to rise one more. However, there is
still limited study related to the issue and finding that could be analyzed in developing
country. Lastly, most of university students study revealed that both in developed and
developing country agrees that students learn language as a mean of communication and
help them to get a better job after graduation.

According to the gender study relation to the student’s motivation for EFL learning,
both in developed and developing country found that girls basically have more motivation
than boys for EFL learning. Those study were conducted both for middle and high school
students in Korea and postgraduate students in Indonesia. In addition, School
characteristics, such as urbanity, funding type and equalization region status are also
considered crucial factor in students’ motivation for EFL learning. It was concluded in
Korea that National high school, schools in large cities and elite academic school help the
students to have more motivation compare to other schools.

CONCLUSION
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The fact that Japan and Korea have introduced English since primary level
revealed some result below on student’s motivation study. Student’s internal motivation
was decreasing from the third grade to 6 th grade and continue to do so from the 7 th – 9th
grade of secondary school but entering the higher school level their motivation was
increasing. Furthermore, girls have higher motivation in leaning language than boys and
National high school, schools in large cities and elite academic school is the example of
school who has high motivation. Most of this motivation was driven by the students’ needs
on having good score in exam, getting a better job, and having the possibility to study
overseas. On the other hand, in Indonesia this external motivation was starting to develop
when they enter the university.

Some limitation to this present study and suggestion for future research deserve
some indication. First, data for each level from primary level until university level were not
complete and still limited for each country. While other research about gender roles in
Students EFL Learning motivation in Indonesia was still hardly availed. Moreover, this
study only limited from three EFL country in Asia which couldn’t really a full representative
of all Asian country. In short, it is needed to recreate this study to established more
comprehensible study with more thorough data from all level of education and countries in
Asia to give more insight on how students’ motivation for learning EFL across developed
and developing country in Asia.

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