Science for Education Today, 2023, vol. 13, no. 3, pp. 143–162
© Pakhotina S. V., Sabaeva N. I., Kungurova I. M., Somikova T. Y., Ermakova E. V., Tsalikova I. K., 2023
UDC: 
811.11+057.875+37.018.432+159.9

An interpretative phenomenological analysis of EFL learning motivation of first-year undergraduates [in English]

Pakhotina S. V. 1 (Tyumen, Russian Federation), Sabaeva N. I. 1 (Tyumen, Russian Federation), Kungurova I. M. 1 (Tyumen, Russian Federation), Somikova T. Y. 2 (Khanty-Mansiysk, Russian Federation), Ermakova E. V. 1 (Tyumen, Russian Federation), Tsalikova I. K. 1 (Tyumen, Russian Federation)
1 University of Tyumen
2 Yugra State University
Full text (Open Access) — Downloaded 387
Abstract: 

Introduction. The COVID-19 pandemic (hereinafter referred to as the ‘pandemic’) caused many countries’ educational systems to temporarily switch to online instruction, with no time to prepare teachers, students and learning materials. This study is aimed at tracing the changes in motivational behavior to study English as a foreign language (EFL) of ten first-year Russian undergraduates majoring in Physical Education and Sports (they experienced face-to-face learning which was abruptly changed into the online mode).
Materials and Methods. For this purpose, Interpretative Phenomenological Analysis (IPA) of semi-structured interviews with the targeted (non-randomized) homogeneous sample of students was conducted. Using a bottom-up analysis, the codes were cataloged to identify some patterns.
Results. It was found that students were generally positive about online learning and their motivation to learn EFL remained positive. The following themes were revealed: 1. Positive feeling towards English course at university; 2. Having the image of their L2 selves with English as a means of obtaining important professional information; 3. Being motivated by group-mates and other students’ progress in English language acquisition; 4. Feeling positive about the move to online instruction as more diverse authentic materials are available in the classroom; 5. Becoming more independent in learning.
Conclusions. The researchers conclude that while students were generally positive about distance learning, their EFL motivation was affected as the direct drivers had changed. After entering the university, students were motivated by direct factors of influence – their former classmates and their new groupmates’ progress in learning English. After switching to online learning, these factors were substituted by understanding their own value as independent learners, since students had to be more active in finding and processing learning materials.
The attitude to the English language as a means of getting professional information remained unchanged and stable. Linguistic competence is understood as an advantage in their future career, and not as a means of direct communication. A positive attitude towards online learning is based on its practical benefits (time saved on the way to university, more comfortable learning from home, etc.). Fears and insecurities associated with problems in teaching Physical Education online during the pandemic do not affect their attitude and motivation to study other academic subjects.

Keywords: 

Interpretative Phenomenological Analysis (IPA); EFL learning motivation; Motivational behavior; COVID-19 pandemic; Online learning; university first-year students; Physical Education and Sports.

For citation:
Pakhotina S. V., Sabaeva N. I., Kungurova I. M., Somikova T. Y., Ermakova E. V., Tsalikova I. K. An interpretative phenomenological analysis of EFL learning motivation of first-year undergraduates [in English]. Science for Education Today, 2023, vol. 13, no. 3, pp. 143–162. DOI: http://dx.doi.org/10.15293/2658-6762.2303.07
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Date of the publication 30.06.2023