The new learning program of study-from home amidst the COVID-19 outbreaks urges most all level students to do online learning for their learning process. It attracts a diverse range of students with different learning motivations and prior experiences. This present study is aimed to investigate the students’ motivational beliefs in online learning, in particular focusing on how students’ motivational aspects of persistence values, self-efficacy, and test anxiety for taking online learning courses affect their learning behaviors and employments of motivated learning strategies. Applying a descriptive qualitative, investigation of the motivational beliefs of 186 online learners at the tertiary level, the questionnaire consisting of 34 statements was distributed to all participants. The findings detected that motivated learning strategies covering three substantial aspects of persistence values, self-efficacy, and test anxiety shaped how the students conceptualized the purpose of online learning and affected their perceptions of the learning process.


Download data is not yet available.

Author Biography

Fatimah Mulya Sari, Universitas Teknokrat Indonesia
English Education Department


Aminatun, D., & Oktaviani, L. (2019). Memrise: Promoting Students’ Autonomous Learning Skill through Language Learning Application. Metathesis: Journal of English Language, Literature, and Teaching, 3(2), 214–223.

Ayu, M. (2020). Online Learning: Leading E-Learning at Higher Education. The Journal of English Literacy and Education, 7(1), 47–54.

Bandura, A. (1997). Self-Efficacy: The Exercise of Control. In New York: W. H. Freeman and Company.

Clayton, K., Blumberg, F., & Auld, D. P. (2010). The Relationship between Motivation, Learning Strategies and Choice of Environment whether Traditional or including an Online Component. British Journal of Educational Technology, 41(3), 349–364.

Fathiyah, H. I., Amiruddin, A. N., Khan, F., & Venzano, F. (2020). Language Learning Strategies (LLS) Used by Malaysian, Pakistani, and Italian ESL Learners: Comparing to Indonesian EFL Learners. English Language in Focus (ELIF), 2(2), 87–96.

Kizilcec, R. F., Piech, C., & Schneider, E. (2013). Deconstructing Disengagement: Analyzing Learner Subpopulations in Massive Open Online Courses. ACM International Conference Proceeding Series, 170–179.

Littlejohn, A., Hood, N., Milligan, C., & Mustain, P. (2016). Learning in MOOCs: Motivations and Self-Regulated Learning in MOOCs. Internet and Higher Education, 29, 40–48.

Milligan, C., & Littlejohn, A. (2014). Supporting Professional Learning in a Massive Open Online Course. The International Review of Research in Open and Distance Learning, 15(5), 197–213.

Mujtaba, I., Prapantja, Y., Khatuni, A., & Hadi, M. S. (2021). Online English Education: A Paradigm Shifts in Education System and Its Challenges. English Language in Focus (ELIF), 3(2), 119–126.

Putri, E., & Sari, F. M. (2020). Indonesian EFL Students’ Perspectives towards Learning Management System Software. Journal of English Language Teaching and Learning, 1(1), 20–24.

Rido, A., & Sari, F. M. (2018). Characteristics of Classroom Interaction of English Language Teachers in Indonesia and Malaysia. International Journal of Language Education, 2(1), 40–50.

Sari, F. M. (2020). Exploring English Learners’ Engagement and Their Roles in the Online Language Course. Journal of English Language Teaching and Linguistics, 5(3), 349.

Sari, F. M., & Oktaviani, L. (2021). Undergraduate Students’ Views on the Use of Online Learning Platform during COVID-19 Pandemic. Teknosastik: Jurnal Bahasa Dan Sastra, 19(1), 41–47.

Sari, F. M., & Putri, S. N. (2019). Academic Whatsapp Group: Exploring Students’ Experiences in Writing Class. Teknosastik: Jurnal Bahasa Dan Sastra, 17(2), 56–65.

Sari, F. M., & Wahyudin, A. Y. (2019a). Blended-Learning: The Responses from Non-English Students in the Indonesian Tertiary Context. Teknosastik: Jurnal Bahasa Dan Sastra, 17(1), 23–28.

Sari, F. M., & Wahyudin, A. Y. (2019b). Undergraduate Students’ Perceptions toward Blended Learning through Instagram in English for Business Class. International Journal of Language Education, 3(1), 64–73.

Schunk, D. H., Pintrich, P. R., & Meece, J. L. (2008). Motivation in Education: Theory, Research, and Applications (3rd ed). Upper Saddle River, NJ: Pearson Prentice Hall.

Tseng, S.-C., & Tsai, C.-C. (2010). Taiwan College Students’ Self-Efficacy and Motivation of Learning in Online Peer Assessment Environments. Internet and Higher Education, 13, 164–169.

Zheng, C., Liang, J.-C., Li, M., & Tsai, C.-C. (2018). The Relationship between English Language Learners’ Motivation and Online Self-Regulation: A Structural Equation Modelling Approach. System, 76, 144–157.

Volume 7, Number 02, December 2021
Abstract viewed = 78 times