What motivates and influences students’ learning of English in the hybrid mode of studying

Katarzyna Kozińska

Uniwersytet Warmińsko-Mazurski w Olsztynie UWM


Аннотация

The article presents a study that aimed to establish what motivates and influences the process of learning English in students of linguistics in business in the semester of hybrid education (face-to-face and online, depending on the COVID-19 cases among students). The study was conducted among a group of 40 students. A mixed qualitative-quantitative approach was taken to analyse the data. Results show that there are various intrinsic and extrinsic motives driving students’ learning in the hybrid mode, as well as online and offline factors that influence it. The extrinsic, or instrumental, motives are, for example, learning to use the skill to find a good job after graduation, the use of English for travelling or studying because of tests. The intrinsic, or cognitive, motives include learning because of the fascination with the language and its countries or interest in the subject. It was also established in the study that the students did not cope well with the constant shifts in the studying mode, finding the instability and unexpected changes disturbing. The participants, however, appreciated the contribution of technology thanks to going online and still stick to some of the technological solutions, even if now they are back in the face-to-face mode.


Ключевые слова:

motivation, blended learning, hybrid learning, studying English, university students, COVID-19, EFL


Adam Mickiewicz University. Poznan. Poland (2023): About the university, , accessed: 18.03.2023.   Google Scholar

Adedoyin O.B., Soykan E. (2020): Covid-19 pandemic and online learning: the challenges and opportunities, , accessed: 11.03.2023.
Crossref   Google Scholar

Bandura A. (1988): Self-regulation of motivation and action through goal systems. [In:] Cognitive perspectives on emotion and motivation. V. Hamilton, G.H. Bower, N.H. Frijda (eds). SpringerLink, pp. 37–61.
Crossref   Google Scholar

Council of Europe (2020): Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Strasbourg, , accessed: 03.02.2022.   Google Scholar

Garrison D.R., Kanuka H. (2004): Blended learning: Uncovering its transformative potential in higher education,, accessed: 11.03.2023.   Google Scholar

Instytucja PAN (2021): The Code of Ethics for Research Workers of The Polish Academy of Sciences, , accessed: 03.02.2022.   Google Scholar

Jiang P., Namaziandost E., Azizi Z., Razmi M.H. (2022): Exploring the effects of online learning on EFL learners’ motivation, anxiety, and attitudes during the COVID-19 pandemic: a focus on Iran, , accessed:
Crossref   Google Scholar

03.2023.   Google Scholar

Knowles M.S. (1973): The adult learner: A neglected species. Houston.   Google Scholar

Komorowska H. (2009): Metodyka nauczania języków obcych. Warszawa.   Google Scholar

Kozinska K.A. (2013): Supporting lifelong learning with Open Educational Resources (OER) among diverse users: motivations for and approaches to learning with different OER. PhD thesis. The Open University.   Google Scholar

Krashen S. (2013): The Compelling (and not just interesting) Hypothesis, , accessed: 03.02.2022.   Google Scholar

Kreijins K., Kirschner P.A., Jochems W. (2003): Identifying the pitfalls for social interaction in computer-supported collaborative learning environments: a review of the research,
Crossref   Google Scholar

Social_Interaction_in_Computer-Supported_Collaborative_Learning_Environments_A_Review_of_the_Research>, accessed: 11.03.2023.   Google Scholar

Lindeman E.C. (1926): The meaning of Adult Education. New York.   Google Scholar

Maslow A.H. (1943): A theory of human motivation. “Psychological Review”. Vol. 50(4), pp. 370–396.
Crossref   Google Scholar

McAndrew P., Santos A., Lane A., Godwin S., Okada A., Wilson T., Connolly T., Ferreira G.,   Google Scholar

Buckingham Shum S., Bretts J., Webb R. (2009): OpenLearn Research Report 2006–2008. Milton Keynes.   Google Scholar

Miles M.B., Huberman A.M. (1994): An Expanded Sourcebook. Qualitative Data Analysis.2nd ed. London.   Google Scholar

Moore J.L., Dickson-Deane C., Galyen K. (2010): E-learning, online learning and distance learning environments: Are they the same? , accessed: 11.03.2023.   Google Scholar

Muller C., Mildenberger T. (2021): Facilitating flexible learning by replacing classroom time with an online learning environment: A systematic review of blended learning in higher education, , accessed: 11.03.2023.   Google Scholar

Preece J., Shneiderman B. (2009): The Reader-to-Leader Framework, , accessed: 11.03.2023.   Google Scholar

Punch K.F. (2005): Introduction to Social Research – Quantitative and Qualitative Approaches. London.   Google Scholar

Rogers C. (1959): A Theory of Therapy, Personality and Interpersonal Relationships as Developed in the Client-centred Framework. London.   Google Scholar

Schunk D.H., Pintrich P.R., Meece J.L. (2008): Motivation in education: Theory, research and applications. 3rd ed. New York.   Google Scholar

Uniwersytet Warmińsko-Mazurski w Olsztynie (2023): O uniwersytecie, , accessed: 18.03.2023.   Google Scholar

Ur P. (1999): A course in language teaching. Trainee Book. Cambridge.
Crossref   Google Scholar

WSB University in Poznan (2023): About the university, , accessed: 18.03.2023.   Google Scholar


Опубликован
2023-12-20

##plugins.themes.libcom.cytowania##

Kozińska, K. (2023). What motivates and influences students’ learning of English in the hybrid mode of studying . Prace Językoznawcze, 25(4), 161–176. https://doi.org/10.31648/pj.9358

Katarzyna Kozińska 
Uniwersytet Warmińsko-Mazurski w Olsztynie UWM