From Personal to Family Support: Rural Students' Motivation in Learning English
DOI:
https://doi.org/10.59841/blaze.v4i2.3888Abstract
This study investigates the motivational dynamics of rural students learning English as a Foreign Language (EFL) at SMPN 1 Sawit Seberang, Indonesia. Grounded in Dörnyei’s L2 Motivational Self System and Gardner’s socio-educational model, the research explores how individual and contextual factors shape language acquisition in marginalized settings. Employing a qualitative explanatory design, data were collected through questionnaires, interviews, and observations from 30 eighth-grade students selected via purposive sampling. The findings reveal that the Ideal L2 Self emerges as the most dominant motivational force, with over half of the participants envisioning English proficiency as a vital tool for future vocational and academic advancement. Furthermore, the immediate L2 learning experience, particularly interactive teaching methods and extracurricular activities, significantly sustains student engagement. Conversely, the Ought-to L2 Self, driven by external familial obligations, plays a comparatively moderate role. Notably, the study uncovers a unique preservation-oriented integrative motivation, where students value English to promote their local cultural heritage globally. These insights underscore the necessity for educators to design context-responsive pedagogical strategies that nurture students' future selves while addressing rural infrastructural deficits.
References
Agustine, S., Asi, N., & Luardini, M. A. (2021). Language Use in EFL Classroom Interaction: A Sociolinguistic Study. International Journal of Language Education, 5(4), 372–381.
Akrap, N. (2025). Motivation for learning English as a foreign language in urban and rural contexts. https://urn.nsk.hr/urn:nbn:hr:172:269382
Bentum-Micah, G., Shurong, Z., Xiangxu, W., Xiaoyan, C., Gadafi, T. M., & Ailing, L. (2026). Enhancing the global reach and pedagogical diversity of online Chinese language education across cultural contexts: Evidence from Anglophone West Africa. Acta Psychologica, 263, 106229. https://doi.org/10.1016/J.ACTPSY.2026.106229
Derakhshan, A., Greenier, V., & Fathi, J. (2022). Exploring the interplay between a loving pedagogy, creativity, and work engagement among EFL/ESL teachers: A multinational study. Current Psychology 2022 42:26, 42(26), 22803–22822. https://doi.org/10.1007/S12144-022-03371-W
Fayzulloyeva, Z. Z., & Murzina, E. A. (2022). Difficulties Faced by EFL Teachers in Teaching English to the Students in Rural Schools. Uchenyy XXI Veka, (10 (91)), 80–81.
Ferlanda, M. I. (2022). A Comparative Study Between Urban and Rural Areas: A Case of EFL Online Learning.
Gerrand, V. (2022). Communicative channels for pro-social resilience in an age of polarization. First Monday, 27(5). https://doi.org/10.5210/FM.V27I5.12599
Gundarina, O. (2023). Migrant pupils as motivated agents: a qualitative longitudinal multiple-case study of Russian-speaking pupils’ future ideal selves in English primary schools. The Language Learning Journal, 51(6), 749–765. https://doi.org/10.1080/09571736.2022.2073383
Hettiarachchi, S., Jayathilake, C., & Pereira, S. S. (2025). Balancing aspirations and realities: A qualitative study of L2 motivation among Sri Lankan social science lecturers in English medium instruction. Discover Education 2025 4:1, 4(1), 195-. https://doi.org/10.1007/S44217-025-00626-Z
Islam, M., Khalil, L., & Ahmed, H. N. (2026). Factors contributing to future L2 selves and learning experiences of English language learners in rural Pakistan. Rural Society, 1–15. https://doi.org/10.1080/10371656.2026.2693379
Islam, W., Ahmad, S., & Islam, M. D. (2022). Investigating the Problems Faced by the University EFL Learners in Speaking English Language. International Journal of TESOL & Education, 2(2), 47–65.
Kariadi, M. T., & Pratiwi, D. I. (2022). Revealing University Students’ Attitudes toward English Language Learning in Indonesian Contexts. Journal of Asia TEFL, 19(3), 1053–1062. https://doi.org/10.18823/ASIATEFL.2022.19.3.20.1053
Khorsheed, R. (2021). Youth Culture and EFL Students’ Development of Integrative Motivation. Theory and Practice in Language Studies, 11(4), 377–389.
Li, C. (2026). Defining “positive institution”: A multilevel analysis of support systems for foreign language engagement across family, classroom, school, and society. Modern Language Journal, 110(S1), 435–462. https://doi.org/10.1111/MODL.70040;PAGEGROUP:STRING:PUBLICATION
Liao, C. H. D., Wu, W. C. V, Gunawan, V., & Chang, T. C. (2023). Using an Augmented-Reality Game-Based Application to Enhance Language Learning and Motivation of Elementary School EFL Students: A Comparative Study in Rural and Urban Areas. The Asia-Pacific Education Researcher, 1–13.
Ma, L., Xiao, L., & Liu, J. (2021). Motivational Beliefs of Urban and Rural Students in English as a Foreign Language Learning: The Case of China. Journal of Multilingual and Multicultural Development, 1–14.
Ma, L., Xiao, L., & Liu, J. (2024). Motivational beliefs of urban and rural students in English as a foreign language learning: the case of China. Journal of Multilingual and Multicultural Development, 45(5), 1524–1537. https://doi.org/10.1080/01434632.2021.1991933
Pham, H. C. (2021). English Language Education in Rural Areas: Current Issues, Complexities and Ways Forward. VNU Journal of Science: Education Research, 37(4).
Rohmani, L. A., & Andriyanti, E. (2022). Culture Teaching in EFL Classes: Teachers’ Beliefs, Attitudes, and Classroom Practices. Studies in English Language and Education, 9(1), 237–257.
Sabiq, A. H. A. (2023). Investigating Individual Differences, School Locality, and Management on Indonesian Students’ Attitudes and Motivation in EFL Learning. LEARN Journal: Language Education and Acquisition Research Network, 16(1), 726–752.
Saha, M. (2023). English teachers’ attitudes towards learners: Effects on the rural pedagogies in Bangladesh. Ampersand, 10, 100107. https://doi.org/10.1016/J.AMPER.2022.100107
Septianingsih, P. A., & Erliza, S. (2021). Urban and Rural Area Graduate Students’ Perceptions Toward Synchronous English Learning Amidst Covid-19 Pandemic. Journal of English Language Teaching and Linguistics, 6(3), 643–658.
Shoaib, A. (2023). Student perceptions of teacher immediacy, credibility, and love of pedagogy in enhancing learner engagement and motivation in higher EFL education. Journal of Language Teaching, 3(10), 1–13. https://doi.org/10.54475/JLT.2023.024
Sun, X., Li, J., & Meng, L. (2021). Reflection on EFL/ESL Teachers’ Emotional Creativity and Students L2 Engagement. Frontiers in Psychology, 12, 758931. https://doi.org/10.3389/FPSYG.2021.758931/TEXT
Supriadi, B., Patak, A. A., & Korompot, C. A. (2021). Teaching EFL in a Rural School: Challenges and Strategies. Pinisi Journal of Art, Humanity and Social Studies, 3(3), 208–215.
Tseng, Y. H. (2021). Exploring Motivation in EFL Learning: A Case Study of Elementary Students in a Rural Area. Taiwan Journal of TESOL, 18(2), 93–124.
Wang, S. H., Lang, N., Bunch, G. C., Basch, S., McHugh, S. R., Huitzilopochtli, S., & Callanan, M. (2021). Dismantling Persistent Deficit Narratives About the Language and Literacy of Culturally and Linguistically Minoritized Children and Youth: Counter-Possibilities. Frontiers in Education, 6, 641796. https://doi.org/10.3389/FEDUC.2021.641796/FULL
Wu, W. C. V., Lin, R. P., & Darmawansah, D. (2025). Effects of augmented reality-supported experiential learning on low-achieving EFL students in rural elementary school. Innovation in Language Learning and Teaching. https://doi.org/10.1080/17501229.2025.2510522
Yosintha, R. (2020). Indonesian Students’ Attitudes Towards EFL Learning in Response to Industry 5.0. Metathesis: Journal of English Language, Literature, and Teaching, 4(2), 163–177.
Yuliani, F., & Poniman. (2026). Negotiating Cultural Identity: Indonesian EFL Learners’ Use of English to Globalize Local Narratives. Journal of English Teaching, Literature, and Applied Linguistics, 10(1), 42–49. https://doi.org/10.30587/JETLAL.V10I1.11212
Zhang, J., & Yan, Y. (2026). A Q Method Study of Integrated English–Chinese Motivational Systems in Multilingual Education: Evidence From Three Southeast Asian Countries. European Journal of Education, 61(3), e70699. https://doi.org/10.1111/EJED.70699;WGROUP:STRING:PUBLICATION
Zhang, M. (2021). EFL/ESL Teacher’s Resilience, Academic Buoyancy, Care, and Their Impact on Students’ Engagement: A Theoretical Review. Frontiers in Psychology, 12, 731859. https://doi.org/10.3389/FPSYG.2021.731859/TEXT
Zhang, Y., & Miao, Z. (2025). Enhancing EFL Learners’ Engagement and Motivation Through Immersive Technologies: The Role of Artificial Intelligence, Augmented Reality, Virtual Reality, and Mobile Applications. European Journal of Education, 60(2), e70128. https://doi.org/10.1111/EJED.70128;ISSUE:ISSUE:DOI
Zhao, S., & Li, M. (2021). Reflection on Loving Pedagogy and Students’ Engagement in EFL/ESL Classrooms. Frontiers in Psychology, 12, 757697. https://doi.org/10.3389/FPSYG.2021.757697/TEXT
Zhao, X. ;, Xiao, W. ;, Zhang, J., Zhang, L. J., Greenier, V. T., Zhao, X., Xiao, W., & Zhang, J. (2022). L2 Motivational Self System, International Posture and the Sustainable Development of L2 Proficiency in the COVID-19 Era: A Case of English Majors in China. Sustainability 2022, Vol. 14, Page 8087, 14(13), 8087. https://doi.org/10.3390/SU14138087
Zhi, R., & Wang, Y. (2023). English as a Foreign Language Teachers’ Professional Success, Loving Pedagogy and Creativity: A Structural Equation Modeling Approach. Thinking Skills and Creativity, 49, 101370.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 BLAZE : Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
