Motivating Discourse-Based English Structure Learning Material: Multilingual Indonesian EFL Students' Experiences
Nuri Emmiyati – Naurah Jinan
DOI: 10.18355/XL.2025.18.04.04
Abstract
This study investigates the development and implementation of discourse-based English grammar materials designed to enhance motivation among Indonesian EFL university students who are multilingual in both local languages and Indonesian. Grounded in a discourse-based approach to language teaching and Keller's ARCS model of learning motivation (Attention, Relevance, Confidence, Satisfaction), the study aims to bridge the gap between grammatical form and communicative function through authentic, contextualized instruction. Employing a mixed-methods design, the research incorporated expert validation of the materials alongside classroom implementation involving 42 first-year undergraduate students. The instructional resources, which focused on parts of speech (nouns, pronouns, verbs), were rated highly for their structural organization and linguistic clarity, though greater alignment with established competency standards was advised. Motivation questionnaires and classroom observations revealed high student engagement across all ARCS dimensions, particularly in relevance and satisfaction. Gender differences were noted in confidence levels, suggesting the need for differentiated instructional strategies. Overall, the results demonstrate that a discourse-based approach to grammar instruction can enhance both linguistic proficiency and learner motivation, underscoring the pedagogical value of context-rich, motivationally responsive materials in EFL education.
Key words: discourse-based grammar instruction, language teaching, learner motivation, multilingual EFL
Pages: 46-67
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