Students’ Elements of Motivation in Joining the EFL Virtual Classroom Using the Zoom Application During the Covid 19 Pandemic

Ahmad Heki Sujiatmoko(1*)

(1) Universitas Negeri Malang
(*) Corresponding Author


The students’ motivation in learning has been a crucial issue for many researchers so far. It is because motivation takes an important role to support the students’ learning achievement. Hence, motivation cannot be separated from the teaching and learning activities conducted by the EFL teachers. This current research was aimed at investigating the elements of the students’ motivation in joining the EFL virtual learning activities using the zoom application during the covid 19 pandemic. The research applied a qualitative descriptive approach. To collect the data, the researcher observed one elective class and interviewed some students from the class investigated. The results revealed that the students’ motivation was mostly influenced by the positive effect related to the learning situations created by the teacher when using the zoom application to conduct the teaching and learning activities. This also implied that the zoom application could lead the teachers to think of being creative in conducting the virtual teaching and learning activities.



Full Text:



Al-Harbi, G. (2012). Primary school teachers’ perceptions regarding ICT usage and equipment in Kuwait. Journal of International Education Research, 8(1), 55–62.

Al-Hoorie, A. H. (2016). Unconscious motivation. Part II: Implicit attitudes and L2 achievement. Studies in Second Language Learning and Teaching, 6, 619-649.

Avila, H. A. (2015). Creativity in the English class: Activities to promote EFL learning. HOW, 22(2), 91-103.

Cam, L., & Tran, T. T. M. (2017). An evaluation of using games in teaching English grammar for first year English-majored students at Dong Nai Technology University. International Journal of Learning, Teaching and Educational Research, 16(7), 55-71.

Cohen, L. Manion, L. and Morrison K., (2005). Research Methods In Education. London: Taylor & Francis e-Library.

Chen, J., C. Warden, and H.T. Chang. (2005). Motivators that do not motivate: The case of Chinese EFL learners and the influence of culture on motivation. TESOL Quarterly, 3(9), pp. 609 - 633.

Cle ´ment, R., Z. Do ¨rnyei, and K.A. Noels. (1994). Motivation, selfconfidence and group cohesion in the foreign language classroom.Language Learning, 4(4), pp. 417 - 448.

Creswell, John W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th Edition).New Jersey: Pearson education Inc.

Crookes, G., and R. Schmidt. 1991. Motivation: Reopening the research agenda. Language Learning, 4(1), pp. 469 - 512.

Gardner, R. C. (2010). Motivation and second language acquisition: The socioeducational model (Vol. 10). New York: Peter Lang.

Gardner, R.C. (2001). Integrative motivation and second language acquisition. In Dornyei, Z. and Schmidt, R (eds.), Motivation and second language acquisition (pp. 1-19). Honolulu, HI: national Foreign Language Resource Center.

Giralt, M. & Jeanneau, C. (2016). Preparing Higher Education Language Students for Their Period Abroad Through Tele-collaboration. The ITELL Project,” AISHE-J, 8(2), 201 - 234.

Hsu, Ting Chia. (2018). Using a concept mapping strategy to improve the motivation of EFL students in Google Hangouts Peer-Tutoring Sessions with native speakers. Interactive Learning Environments,23(3), p. 01 – 14. DOI: 10.1080/10494820.2018.1463268.

Hwang, G. J., & Wang, S. Y. (2016). Single loop or double loop learning: English vocabulary learning performance and behavior of students in situated computer games with different guiding strategies.Computers & Education, 102, 188-201.

Kim, HyeJeong. (2020). The efficacy of the zoom technology as an educational tool for English reading comprehension achievement in EFL classroom. International Journal of Advanced Culture Technology, 8(3), pp. 198-205.

Kormos, J., & Csizer, K. (2014). The interaction of motivation, self‐regulatory strategies, and autonomous learning behavior. Journal of Language Teaching and Research. TESOL Quarterly, 48(2), 275-299.

Lim, B. & Pyun, D. (2016). Korean foreign language learning: Video conferencing with native speakers. In C. Wang and L. Winstead (Eds.), Handbook of research on foreign language education in the digital age, pp. 253-276, Hershey, PA: Information Science Reference, July 2016. DOI:10.4018/978-1-5225-0177-0.ch012.

Lin, T. J., & Lan, Y. J. (2015). Language learning in virtual reality environments: Past, present, and future. Educational Technology & Society, 18(4), 486-497.

Megawati, F., Hasanah, F.N., Aulina, C.N., Avivi, M., & Muntiari, N.S.(2020). How confident are EFL prospective teachers toward technology? Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 10(2), pp.137-151. DOI:

Miles, Mattew B & A. Michael Huberman. (2014). Qualitative Data Analysis: An Expanded Sourcebook. California: Sage Publication,Inc.

Nuryanto, M. (2021). Fostering success and motivating EFL learners using the zoom meeting: A synchronous learning strategy. Anglophile Journal, 1(2), pp. 01 - 12.

Prastikawati, E.F. (2018). EFL learners’ responses on the use of performance based assessments. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 8(1), pp. 75-86. DOI:

Tasneem, N. (2021). Learner motivation and engagement in virtual EFL classes at tertiary level during the pandemic. Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya, 11(1), pp. 107-123. DOI:

Ushioda, E. (2008). Motivation and good language learners. In C, Griffiths (Ed.), Lessons from good language learners. (pp. 19-34). Cambridge: Cambridge University Press

Ushioda, E. & Z. Dornyei. 2012. Motivation. In The Routledge handbook of second language acquisition, ed. S. Gass and A. Mackey, 396409. New York: Routledge.

Vurdien, R. (2019). Video conferencing: Developing students’ communicative competence. Journal of Foreign Language Education and Technology, 4(2), pp. 269-298.

Yunus, M. M., Salehi, H., & John, D. S. A. (2013). Using visual aids as a motivational tool in enhancing students’ interest in reading literary texts. Proceedings of the 4th International Conference on Education

and Educational Technologies (EET ‘13), 114-117. Retrieved from

Article Metrics

Abstract view : 272 times
PDF - 1 times



  • There are currently no refbacks.

Copyright (c) 2021 Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya

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

Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya is licensed under Creative Commons Attribution-NonCommercial-NoDerivatives 4.0



Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya (Lensa)
p-ISSN: 2086-6100; e-ISSN: 2503-328X
Published by: Faculty of Foreign Language and Culture,Universitas Muhammadiyah Semarang


Member of: