Strategies to Minimize Bullying and Enhance Motivation in English Language Learning: A Literature Review
Abstract
Maintaining strong motivation, self-esteem, and self-confidence is crucial for learners to achieve proficiency in English. However, traditional and cyberbullying are significant issues that can undermine learners' motivation, leading to a decline in English learning progress. Henceforth, the present study is projected to investigate the impacts of bullying toward the learners’ motivation in learning English. The qualitative research is adopted by specifying a detailed description of both traditional and cyberbullying carried out in English language learning. The discussion related to why the act of bullying might happen in English language learning is also presented. The analysis reveals that experiences of bullying significantly affect EFL learners' intrinsic and extrinsic motivation. The study suggests that incorporating educational philosophy can offer effective strategies to reduce bullying and foster greater motivation in English learning environments.
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Wang, L., Cheng, P. (2017). Using instant messaging (line) for English learning: A case study of EFL university students in Taiwan. International Journal of Technology and Engineering Education, 14 (2), 17-24.
Wichadee, S., Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. The Journal of Teaching English with Technology, 18(1), 77-92.
Yan, H. (2009). Students and teacher de-motivation in SLA. Asian Social Science, 5(1), 109-112.
Bennett, C. (2009). Literature review of bullying at schools. Master Thesis. University of Manitoba.
Berthold, K., Hoover, J. (2000). Correlates of bullying and victimization among intermediate students in the Midwestern USA. School Psychology International, Volume 21 (1), 65-78. https://doi.org/10.1177/0143034300211005
Brown, D. (2000). Teaching by principles: An Interactive Approach to Language Pedagogy. London: Longman.
Brown, D. (2007). Principles of language learning and teaching. London: Longman.
Cresswell, J., Poth, C. (2018). Qualitative inquiry and research design choosing among five approaches. London: SAGE.
Dai, Y., Wu, Z., Dai, L. (2015). The relationship among motivation, learning style and English proficiency in EFL music students. International Journal of English Linguistics, 5(6), 75-83. http://dx.doi.org/10.5539/ijel.v5n6p75
Faucher, C., Jackson, M., Cassidy, W. (2014). Cyberbullying among University Students: gendered experiences, impacts, and perspectives. Education Research International, 1-10. http://dx.doi.org/10.1155/2014/698545
Govender. (2013). The psycho-educational impact of bullying on primary school students. Master Thesis. University of South Africa.
Harmer, J. (2009). The practice of English language teaching. London: Longman.
Harris, S., Petrie, G. (2003). Bullying: the bullies, the victims, the bystanders. Oxford: The Scarecrow Press.
Hunter, N. (2012). Cyberbullying. London: British Library Publication.
Juvonen, J., Graham, S. (2014). Bullying in schools: The power of bullies and the plight of victims. Annual Review of Psychology, 65, 159-185. https://doi.org/10.1146/annurev-psych-010213-115030
Kaufman, P. (2001). Indicators of school crime and safety. Washington, D.C.: Government Printing Office.
Kowalski, R., Limber, S., Agatston, P. (2008). Cyberbullying: bullying in the digital age. Oxford: Blackwell Publishing.
Lim. S., Hoot. J. (2015). Bullying in an increasingly diverse school population: a socio-ecological model analysis. School Psychology International, Volume 36 (3), 268-282. https://doi.org/10.1177/0143034315571158
Lines, D. (2008). The bullies: understanding bullies and bullying. United States: Thomson-Shore, Inc.
McKenney, K., Craig, P., Connoly, J. (2006). Peer victimization and psychological adjustment: the experiences of Canadian immigrant youth. Electronic Journal of Research in Educational Psychology, Volume 9 (4), 239-264.
Morita, Y. (1999). The nature of school bullying: a cross-national perspective. London: Routledge.
Murtaufiq, S. (2014). Telaah kritis aliran-aliran filsafat pendidikan. Akademika, 8(2), 190-204. https://doi.org/10.30736/akademika.v8i2.85
Peker, H. (2016). Bullying victimization, feared second language self, and second language identity: reconceptualizing the second language motivational self-system. Electronic Theses and Dissertations, 1-178. https://stars.library.ucf.edu/etd/5083
Rehman, A., Bilal A., Nawaz, A. (2014). The role of motivation in learning English language for Pakistani students. International Journal of Humanities and Social Science, Volume 4 (1), 254-258.
Rukiyati, Purwastuti, A. (2015). Mengenal filsafat pendidikan. Yogyakarta: Universitas Negeri Yogyakarta.
Sari, I., Rahayu, A., Apriliandari, D. (2018). Blended learning: improving student’s motivation in English teaching-learning process. International Journal of Languages’ Education and Teaching, 6(1), 163-170. DOI: 10.18298/ijlet.2434
Shariff, S. (2008). Cyberbullying: issues and solutions for the school, the classroom, and the home. London: Routledge.
Su, Y., Wang, Y. (2009). On the motivation and the English achievement in the senior middle school. Asian Social Science, 5(2), 69-71. DOI:10.5539/ass.v5n2p69
Suryasa, W., Prayoga, G., Werdistira, W. (2017). An analysis of students’ motivation toward English learning as second language among students in Pritchard English academy (PEACE). International Journal of Social Sciences and Humanities, Volume 1(2), 43-50. DOI: 10.21744/ijssh.v1i2.36
Uchidiuno, J., Ogan, A., Yarzebinski, J. (2018). Going global: understanding English language learners’ students motivation in English-language MOOCs. International Journal of Artificial Intelligence in Education, 28(4), 528-552.
Vaillancourt, T., Faris, R., Mishna, F. (2017). Cyberbullying in children and youth: Implications for health and clinical practice. The Canadian Journal of Psychiatry, Volume 62 (6), 368-373. DOI: 10.1177/0706743716684791
Vibulphol, J. (2016). Students’ motivation and learning and teachers’ motivational strategies in English classrooms in Thailand. English Language Teaching, 9(4), 64-75. http://dx.doi.org/10.1111/j.1540-4781.2008.00753.x
Wang, B. (2009). Motivation and language learning. Asian Social Science, 5 (1), 98-100. DOI:10.5539/ass.v5n1p98
Wang, L., Cheng, P. (2017). Using instant messaging (line) for English learning: A case study of EFL university students in Taiwan. International Journal of Technology and Engineering Education, 14 (2), 17-24.
Wichadee, S., Pattanapichet, F. (2018). Enhancement of performance and motivation through application of digital games in an English language class. The Journal of Teaching English with Technology, 18(1), 77-92.
Yan, H. (2009). Students and teacher de-motivation in SLA. Asian Social Science, 5(1), 109-112.
Published
2024-10-17
How to Cite
ROCHMA, Anis Firdatul.
Strategies to Minimize Bullying and Enhance Motivation in English Language Learning: A Literature Review.
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL, [S.l.], v. 6, n. 2, p. 152-169, oct. 2024.
ISSN 2686-1860.
Available at: <https://ejournal.uniska-kediri.ac.id/index.php/EDULINK/article/view/3755>. Date accessed: 21 dec. 2024.
doi: https://doi.org/10.32503/edulink.v6i2.3755.
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Articles
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