Exploring Motivation and Self-Efficacy in English Language Learning : A Case Study of Fourth-Semester Students at IAIN Takengon
DOI:
https://doi.org/10.55606/jupensi.v5i1.5006Keywords:
Affective factors, English language learning, IAIN Takengon, motivation, self-efficacyAbstract
This study investigates the role of motivation and self-efficacy in English language learning among fourth-semester students majoring in English at IAIN Takengon. Employing a quantitative method, data were collected from a limited population of five students using a validated Likert-scale questionnaire designed to assess levels of motivation and self-efficacy across key language skills. The results revealed that while students demonstrated high levels of motivation—driven by academic and career goals, as well as personal inspirations—their self-efficacy levels varied, with some showing a lack of confidence in their language abilities. This finding suggests a discrepancy between students’ motivational drive and their self-perceived competence. The study recommends the integration of mentoring programs, engaging classroom strategies, and exposure to authentic language environments to enhance learners’ self-efficacy. These findings contribute to a deeper understanding of affective factors in second language acquisition and provide practical recommendations for language instructors and institutions.
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