Mixed Methods Approach in Researching EFL Learners’ Motivation
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Published:
Apr 30, 2024
Keywords:
mixed methods approach,, EFL learners’ motivation,, EFL learning,, research instruments.
Main Article Content
(1) * Reza Anggriyashati Adara
Universitas Islam “45” Bekasi
Indonesia
(2) Ismail Sheikh Ahmad
International Islamic University Malaysia
Malaysia
(3) Irnie Victorynie
Universitas Islam 45 Bekasi
Indonesia
(*) Corresponding Author
Abstract
As mixed-method approach has gained renewed interests of researchers, a review toward the use of mixed-method to investigate EFL learners’ motivation will contribute as a help for future researchers. The present paper attempts to provide a systematic review by synthesizing research articles related to EFL learners’ motivation which used mixed-methods as their research approach. After screening 3,092 research articles on the aforementioned topic, 16 research articles were included into a final systematic map for analysis. An in-depth review shows that questionnaires and sequential explanatory approach are mostly used by the researchers to investigate EFL learners’ motivation. Although selected studies were performed in different countries with diverse theoretical backgrounds, the majority of studies were directed toward university students, resulting in lack of studies on younger EFL learners. The implications for future studies are also discussed for the consideration of researchers in the near future.
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Adara, R. A., Ahmad, I. S., & Victorynie, I. (2024). Mixed Methods Approach in Researching EFL Learners’ Motivation. JEES (Journal of English Educators Society), 9(1), 57-69. https://doi.org/10.21070/jees.v9i1.1774
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Copyright (c) 2024 Reza Anggriyashati Adara, Ismail Sheikh Ahmad, Irnie Victorynie
This work is licensed under a Creative Commons Attribution 4.0 International License.
References
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Cameron, R., & Miller, P. (2007). Mixed method research : phoenix of the paradigm wars. Managing Our Intellectual and Social Capital: Proceedings of the 21st ANZAM Conference, May.
Cong-Lem, N. (2020). Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement. TESL Canada Journal, 37(3). https://doi.org/10.18806/tesl.v37i3.1342
Coyle, J., & Williams, B. (2000). An exploration of the epistemological intricacies of using qualitative data to develop a quantitative measure of user views of health care. Journal of Advanced Nursing, 31(5). https://doi.org/10.1046/j.1365-2648.2000.01381.x
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - John W. Creswell, J. David Creswell - Google Books. In SAGE Publications, Inc.
Dağgöl, G. D. (2020). Perceived academic motivation and learner empowerment levels of efl students in Turkish context. Participatory Educational Research, 7(3). https://doi.org/10.17275/per.20.33.7.3
Dempster, M. (2011). A Research Guide for Health and Clinical Psychology. In A Research Guide for Health and Clinical Psychology. https://doi.org/10.1007/978-0-230-34477-8
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing: Second edition. In Questionnaires in Second Language Research: Construction, Administration, and Processing: Second Edition. https://doi.org/10.4324/9780203864739
Dunning, H., Williams, A., Abonyi, S., & Crooks, V. (2008). A mixed method approach to quality of life research: A case study approach. Social Indicators Research, 85(1). https://doi.org/10.1007/s11205-007-9131-5
Edmonds, W. A., & Kennedy, T. D. (2017). Explanatory-Sequential Approach. In An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781071802779.n17
Gillham, B. (2008). Developing a Questionaire; Real World Research.
Golaghaei, N., & Arefinezhad, H. (2015). A Mixed-methods Approach to Investigating Iranian EFL Learners’ Attitudes towards Academic Motivation in Learning Vocabulary. Journal of Language and Translation, 5(1), 65–83. http://ttlt.azad.ac.ir/article_518707.html
Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Putting the evidence into practice. Family Matters, 96.
Groves, O. (2010). “I Want to be More Perfect Than Others”: a Case of ESL Motivation. “I Want to be More Perfect Than Others”: a Case of ESL Motivation.
Hanley, T., & Cutts, L. (2013). Editorial: What is a systematic review? In Counselling Psychology Review (Vol. 28, Issue 4).
Hanson, W. E., Plano Clark, V. L., Petska, K. S., Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. In Journal of Counseling Psychology (Vol. 52, Issue 2). https://doi.org/10.1037/0022-0167.52.2.224
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1). https://doi.org/10.1177/1525822X05282260
Jafari Pazoki, S., & Alemi, M. (2020). Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions. RELC Journal, 51(2). https://doi.org/10.1177/0033688218811371
Jones, T. L., Baxter, M., & Khanduja, V. (2013). A quick guide to survey research. Annals of the Royal College of Surgeons of England, 95(1). https://doi.org/10.1308/003588413X13511609956372
Kormos, J., Csizér, K., & Iwaniec, J. (2014). A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2). https://doi.org/10.1080/01434632.2013.847940
Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1–2). https://doi.org/10.1080/09588221.2018.1545670
Lee, J. S., & Lee, K. (2020). Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. Journal of Psycholinguistic Research, 49(1). https://doi.org/10.1007/s10936-019-09675-6
Ma, X., Wannaruk, A., & Lei, Z. (2019). Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners. English Language Teaching, 12(7). https://doi.org/10.5539/elt.v12n7p33
McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2). https://doi.org/10.1177/1558689815607096
Morrow, V. (2008). Ethical dilemmas in research with children and young people about their social environments. Children’s Geographies, 6(1). https://doi.org/10.1080/14733280701791918
Okay, A., & Balçıkanlı, C. (2017). The role of motivation in EFL students’ perceptions of teacher/learner responsibilities and learner abilities. Asian-Pacific Journal of Second and Foreign Language Education, 2(1). https://doi.org/10.1186/s40862-017-0032-0
Petticrew, M., & Roberts, H. (2008). Systematic Reviews in the Social Sciences: A Practical Guide. In Systematic Reviews in the Social Sciences: A Practical Guide. https://doi.org/10.1002/9780470754887
Polit, D. ., & Beck, C. . (2018). Essentials of Nursing Research: Appraising Evidence for Nursing Practice: Appraising evidence for nursing practice. In Wolters Kluwer.
Ponce, O. A., & Pagán-Maldonado, N. (2015). Mixed Methods Research in Education: Capturing the Complexity of the Profession. International Journal of Educational Excellence, 1(1). https://doi.org/10.18562/IJEE.2015.0005
Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3). https://doi.org/10.1177/0907568202009003045
Rocco, T. S., Bliss, L. A., Gallagher, S., Pérez, A., & Prado, --Prado. (2003). Taking the Next Step: Mixed Methods. Information Technology, Learning, and Performance Journal, 21(1).
Salehi, K., & Golafshani, N. (2010). Using mixed methods in research studies: An opportunity with its challenges. International Journal of Multiple Research Approaches, 4(3). https://doi.org/10.5172/mra.v4i3.131
Sameen, S., Farid, A., & Hussain, M. S. (2021). A critical discourse analysis of impact of code-switching on modern adult language learners’ motivation in Pakistan. Journal of Language and Linguistic Studies, 17. https://doi.org/10.17263/jlls.903353
Sasaki, M., Kozaki, Y., & Ross, S. J. (2017). The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth. Modern Language Journal, 101(1). https://doi.org/10.1111/modl.12381
Shah, M. A. (2017). The contextual motivational conditions for l2 pedagogy: A case study from the Arabian gulf. Australian Journal of Teacher Education, 42(10). https://doi.org/10.14221/ajte.2017v42n10.1
Silverman, D. (2017). David Silverman discusses qualitative research. In SAGE Publications (Vol. 9781473992).
Stockwell, G. (2013). Technology and Motivation in English-Language Teaching and Learning. In International Perspectives on Motivation. https://doi.org/10.1057/9781137000873_9
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Motivation, Language Identity and the L2 Self (pp. 66–97). https://doi.org/10.21832/9781847691293-005
Toor, S. (2008). Grounded theory as an appropriate methodology for leadership research in construction.
Tsai, C. C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4). https://doi.org/10.29333/iji.2020.13460a
Tusmagambet, B. (2020). Effects of audiobooks on EFL learners’ reading development: Focus on fluency and motivation. English Teaching(South Korea), 75(2). https://doi.org/10.15858/engtea.75.2.202006.41
YE, X. (2021). EFL Learning motivation differences of Chinese junior secondary school students: A mixed-methods study. Education 3-13, 49(2). https://doi.org/10.1080/03004279.2019.1711143
Zarei, M., Ahour, T., & Seifoori, Z. (2020). Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1727130
Almeida, F. (2018). STRATEGIES TO PERFORM A MIXED METHODS STUDY. European Journal of Education Studies, 5(1).
Bui, G., Man, L., & Teng, M. F. (2018). From second language to third language learning exploring a dual-motivation system among multilinguals. Australian Review of Applied Linguistics, 41(1). https://doi.org/10.1075/aral.17051.man
Cameron, R., & Miller, P. (2007). Mixed method research : phoenix of the paradigm wars. Managing Our Intellectual and Social Capital: Proceedings of the 21st ANZAM Conference, May.
Cong-Lem, N. (2020). Implementing Portfolio-Based Learning (PoBL) for L2 Training: Vietnamese EFL Learners’ Motivational Orientations and Listening Achievement. TESL Canada Journal, 37(3). https://doi.org/10.18806/tesl.v37i3.1342
Coyle, J., & Williams, B. (2000). An exploration of the epistemological intricacies of using qualitative data to develop a quantitative measure of user views of health care. Journal of Advanced Nursing, 31(5). https://doi.org/10.1046/j.1365-2648.2000.01381.x
Creswell, J. W., & Creswell, J. D. (2018). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - John W. Creswell, J. David Creswell - Google Books. In SAGE Publications, Inc.
Dağgöl, G. D. (2020). Perceived academic motivation and learner empowerment levels of efl students in Turkish context. Participatory Educational Research, 7(3). https://doi.org/10.17275/per.20.33.7.3
Dempster, M. (2011). A Research Guide for Health and Clinical Psychology. In A Research Guide for Health and Clinical Psychology. https://doi.org/10.1007/978-0-230-34477-8
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in second language research: Construction, administration, and processing: Second edition. In Questionnaires in Second Language Research: Construction, Administration, and Processing: Second Edition. https://doi.org/10.4324/9780203864739
Dunning, H., Williams, A., Abonyi, S., & Crooks, V. (2008). A mixed method approach to quality of life research: A case study approach. Social Indicators Research, 85(1). https://doi.org/10.1007/s11205-007-9131-5
Edmonds, W. A., & Kennedy, T. D. (2017). Explanatory-Sequential Approach. In An Applied Guide to Research Designs: Quantitative, Qualitative, and Mixed Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781071802779.n17
Gillham, B. (2008). Developing a Questionaire; Real World Research.
Golaghaei, N., & Arefinezhad, H. (2015). A Mixed-methods Approach to Investigating Iranian EFL Learners’ Attitudes towards Academic Motivation in Learning Vocabulary. Journal of Language and Translation, 5(1), 65–83. http://ttlt.azad.ac.ir/article_518707.html
Graham, A., Powell, M. A., & Taylor, N. (2015). Ethical research involving children: Putting the evidence into practice. Family Matters, 96.
Groves, O. (2010). “I Want to be More Perfect Than Others”: a Case of ESL Motivation. “I Want to be More Perfect Than Others”: a Case of ESL Motivation.
Hanley, T., & Cutts, L. (2013). Editorial: What is a systematic review? In Counselling Psychology Review (Vol. 28, Issue 4).
Hanson, W. E., Plano Clark, V. L., Petska, K. S., Creswell, J. W., & Creswell, J. D. (2005). Mixed methods research designs in counseling psychology. In Journal of Counseling Psychology (Vol. 52, Issue 2). https://doi.org/10.1037/0022-0167.52.2.224
Ivankova, N. V., Creswell, J. W., & Stick, S. L. (2006). Using Mixed-Methods Sequential Explanatory Design: From Theory to Practice. Field Methods, 18(1). https://doi.org/10.1177/1525822X05282260
Jafari Pazoki, S., & Alemi, M. (2020). Engineering Students’ Motivation to Learn Technical English in ESP Courses: Investigating Iranian Teachers’ and Students’ Perceptions. RELC Journal, 51(2). https://doi.org/10.1177/0033688218811371
Jones, T. L., Baxter, M., & Khanduja, V. (2013). A quick guide to survey research. Annals of the Royal College of Surgeons of England, 95(1). https://doi.org/10.1308/003588413X13511609956372
Kormos, J., Csizér, K., & Iwaniec, J. (2014). A mixed-method study of language-learning motivation and intercultural contact of international students. Journal of Multilingual and Multicultural Development, 35(2). https://doi.org/10.1080/01434632.2013.847940
Lamb, M., & Arisandy, F. E. (2020). The impact of online use of English on motivation to learn. Computer Assisted Language Learning, 33(1–2). https://doi.org/10.1080/09588221.2018.1545670
Lee, J. S., & Lee, K. (2020). Role of L2 Motivational Self System on Willingness to Communicate of Korean EFL University and Secondary Students. Journal of Psycholinguistic Research, 49(1). https://doi.org/10.1007/s10936-019-09675-6
Ma, X., Wannaruk, A., & Lei, Z. (2019). Exploring the Relationship Between Learning Motivation and L2 WTC in an EFL Classroom Among Thai EFL Learners. English Language Teaching, 12(7). https://doi.org/10.5539/elt.v12n7p33
McKim, C. A. (2017). The Value of Mixed Methods Research: A Mixed Methods Study. Journal of Mixed Methods Research, 11(2). https://doi.org/10.1177/1558689815607096
Morrow, V. (2008). Ethical dilemmas in research with children and young people about their social environments. Children’s Geographies, 6(1). https://doi.org/10.1080/14733280701791918
Okay, A., & Balçıkanlı, C. (2017). The role of motivation in EFL students’ perceptions of teacher/learner responsibilities and learner abilities. Asian-Pacific Journal of Second and Foreign Language Education, 2(1). https://doi.org/10.1186/s40862-017-0032-0
Petticrew, M., & Roberts, H. (2008). Systematic Reviews in the Social Sciences: A Practical Guide. In Systematic Reviews in the Social Sciences: A Practical Guide. https://doi.org/10.1002/9780470754887
Polit, D. ., & Beck, C. . (2018). Essentials of Nursing Research: Appraising Evidence for Nursing Practice: Appraising evidence for nursing practice. In Wolters Kluwer.
Ponce, O. A., & Pagán-Maldonado, N. (2015). Mixed Methods Research in Education: Capturing the Complexity of the Profession. International Journal of Educational Excellence, 1(1). https://doi.org/10.18562/IJEE.2015.0005
Punch, S. (2002). Research with children: The same or different from research with adults? Childhood, 9(3). https://doi.org/10.1177/0907568202009003045
Rocco, T. S., Bliss, L. A., Gallagher, S., Pérez, A., & Prado, --Prado. (2003). Taking the Next Step: Mixed Methods. Information Technology, Learning, and Performance Journal, 21(1).
Salehi, K., & Golafshani, N. (2010). Using mixed methods in research studies: An opportunity with its challenges. International Journal of Multiple Research Approaches, 4(3). https://doi.org/10.5172/mra.v4i3.131
Sameen, S., Farid, A., & Hussain, M. S. (2021). A critical discourse analysis of impact of code-switching on modern adult language learners’ motivation in Pakistan. Journal of Language and Linguistic Studies, 17. https://doi.org/10.17263/jlls.903353
Sasaki, M., Kozaki, Y., & Ross, S. J. (2017). The Impact of Normative Environments on Learner Motivation and L2 Reading Ability Growth. Modern Language Journal, 101(1). https://doi.org/10.1111/modl.12381
Shah, M. A. (2017). The contextual motivational conditions for l2 pedagogy: A case study from the Arabian gulf. Australian Journal of Teacher Education, 42(10). https://doi.org/10.14221/ajte.2017v42n10.1
Silverman, D. (2017). David Silverman discusses qualitative research. In SAGE Publications (Vol. 9781473992).
Stockwell, G. (2013). Technology and Motivation in English-Language Teaching and Learning. In International Perspectives on Motivation. https://doi.org/10.1057/9781137000873_9
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Motivation, Language Identity and the L2 Self (pp. 66–97). https://doi.org/10.21832/9781847691293-005
Toor, S. (2008). Grounded theory as an appropriate methodology for leadership research in construction.
Tsai, C. C. (2020). The effects of augmented reality to motivation and performance in EFL vocabulary learning. International Journal of Instruction, 13(4). https://doi.org/10.29333/iji.2020.13460a
Tusmagambet, B. (2020). Effects of audiobooks on EFL learners’ reading development: Focus on fluency and motivation. English Teaching(South Korea), 75(2). https://doi.org/10.15858/engtea.75.2.202006.41
YE, X. (2021). EFL Learning motivation differences of Chinese junior secondary school students: A mixed-methods study. Education 3-13, 49(2). https://doi.org/10.1080/03004279.2019.1711143
Zarei, M., Ahour, T., & Seifoori, Z. (2020). Impacts of implicit, explicit, and emergent feedback strategies on EFL learners’ motivation, attitude and perception. Cogent Education, 7(1). https://doi.org/10.1080/2331186X.2020.1727130