Contributions of Technology, Culture, and Attitude to English Learning Motivation during COVID-19 Outbreaks

Abstract

Technology aids students’ English learning process and culture included in material content may attract students’ interest to learn English. Both are integrated in classroom learning and teaching of English to prescribe their effect on students’ motivation in learning English. Attitude as mediator is used to see whether or not it could boost the effect of technology and culture as independent variables on students’ motivation in learning English as dependent variable. Students’ perception to the direct and indirect effect of technology and culture on motivation through attitude is the focus of this research and which is the most affecting on students’ motivation. Questionnaires were sent online to 95 students of higher school as the respondents in this study. The data were analyzed by path analysis with SPSS verse 21 for windows. The findings show that integrating technology and culture in classroom learning could affect directly and indirectly through attitude the students’ motivation in learning English. Attitude is proved to strengthening the effect of technology and culture on motivation. However, the absence of attitude as mediator does not affect the positive effect of both technology and culture on motivation. The finding also shows that the effect of technology integration in classroom learning outweighs the effect of cultural integration on students’ motivation in learning English.

Keywords: technology, culture, attitude, motivation, learning English