Online learning has been a primary support for distance learning. In addition, various issues such as limitation of resources are able to be solved by online learning. Due to its many advantages, motivation of learners to learn online is the main focus of many studies. Thus, this study aims to find factors that might influence motivation in learning online to better understand this motivation from the learners' perspectives. Factors studied are personal, behavioural and environmental factors. This study is a correlational research that uses quantitative surveys. The instrument is designed with four sections where 38 questions are used to measure personal, behavioural and environmental factors. There were 152 respondents who participated in the survey. The respondents are students from one of the public local universities in Malaysia. The result shows significant associations between all the studied factors. These positive relationships suggest a more rigorous approach to better understand these relationships.
AlAzzam, M., Abuhammad, S., Hamdan-Mansour, A., & Abdalrahim, A. (2021). Predictors of depression and anxiety among senior high school students during COVID-19 pandemic: The context of home quarantine and online education. The Journal of School Nursing, 37(4), 241–248.
Bain, S. K., McCallum, R. S., Bell, S. M., Cochran, J. L., and Sawyer, S. C. (2010). Foreign language learning aptitudes, attitudes, attributions, and achievement of postsecondary students identified as gifted. J. Adv. Acad. 22, 130–156. doi: 10.1177/1932202X1002200106
Bandura,A. (1986) Social Foundations of Thoughts and Actions: A Social Cognitive Theory. Englewoods Cliffs: Prentice-Hall
Chang, Y. C., & Tsai, Y. T. (2022). The effect of university students’ emotional intelligence, learning motivation and self-efficacy on their academic achievement—Online English courses. Frontiers in Psychology, 13, 818929.
Chiu, T. K. F., Lin, T. J., & Lonka, K. (2021). Motivating Online Learning: The Challenges of COVID-19 and Beyond. Asia-Pacific Edu Res, 30, 187–190. https://doi.org/10.1007/s40299-021-00566-w
Chung, E., Subramaniam, G., & Dass, L. C. (2020). Online learning readiness among university students in Malaysia amidst COVID-19. Asian Journal of University Education, 16(2), 45-58.
Dörnyei, Z. (2001). Teaching and Researching Motivation (1st Edn.) Harlow: Longman
Dörnyei, Z., and Ushioda, E. (2021). Teaching and Researching Motivation (3rd Edn.). New
York: Routledge.
Dos Santos, L. M. (2021). Motivation of taking distance-learning and online programmes: A case study in a TAFE institution in Australia. Academic Journal of Interdisciplinary Studies, 10(6), 11-22.
Elmas, E., & Öztüfekçi, A. (2021). L2 Demotivation in Online Classes during COVID-19: From an Activity Theory Perspective. Shanlax International Journal of Education, 9(3), 72-78.
Fowler, S. (2018) The Motivation to Learn Online Questionnaire. Doctor of Philosophy Dissertation. Graduate Faculty, The University of Georgia. Retrieved from https://getd.libs.uga.edu/pdfs/fowler_kevin_s_201805_phd.pdf
Huang, H., & Li, Y. (2021). Exploring the Motivation of Livestreamed Users in Learning Computer Programming and Coding. Electronic Journal of e-Learning, 19(5), 363-375.
Jackson, S.L. (2015) Research methods and Statistics-A Critical Thinking Approach (5tH Edition) Boston, USA:: Cengage Learning.
Jenkins, L. N., and Demaray, M. K. (2015). An investigation of relations among
academic enablers and reading outcomes. Psychol. Sch. 52, 379–389. doi: 10.
1002/pits.21830
Kim, Tae-Young, and Yoon-Kyoung Kim. “Reconceptualizing L2 Learning Demotivation from a Vygotskian Activity Theory Perspective.” English Teaching, vol. 68, no. 4, 2013, pp. 141-163.
Lo, N. P. K. (2023). Digital learning and the ESL online classroom in higher education: teachers’ perspectives. Asian-Pacific Journal of Second and Foreign Language Education, 8(1), 1-22.
Nelson, M. L., Oden, K., & Williams, L. L. (2019). Student Motivation to Participate in Asynchronous Online Discussions. Journal of Nursing Education and Practice, 9(9), 6–11. https://doi.org/10.5430/jnep.v9n9p6
Rahmat, N.H. (2022) Learning Group Writing Online: The Case for Cognitive Constructivism. International Journal of Academic Research in Business and Social Sciences, Vol 12(6), pp 1093-1108.Retrieved from http://dx.doi.org/10.6007/IJARBSS/v12-i6/13879
Raime, S., Shamsudin, M., Abdullah Hashim, R., & Abd. Rahman, N. (2020). Students’ Self-Motivation and Online Learning Students’ Satisfaction among UNITAR College Students. Asian Journal Of Research In Education And Social Sciences, 2(3), 62-71. Retrieved from https://myjms.mohe.gov.my/index.php/ajress/article/view/10695
Randi, J., & Corno, L. (2022). Addressing student motivation and learning experiences when taking teaching online. Theory Into Practice, 61(1), 129–139. https://doi.org/10.1080/00405841.2021.1932158
Sumbawati, M. S., Munoto, Basuki, I., Ismayati, E., & Rijanto, T. (2020). Student Learning Independence in Online Learning Depends on Motivation. Proceedings of the International Joint Conference on Science and Engineering (IJCSE 2020), 342–347. https://doi.org/10.2991/aer.k.201124.062
Yusop, H., Rosnan, S., Ismail, Z., Jaafar, N. H., Nurfazrina, & Wibowo, M. (2022). Motivation to Learn Online: The Case For Social Support. International Journal of Academic Research in Business and Social Sciences, 12(9), 1606 – 1627.
Zaitun, Z., Hadi, M. S., & Harjudanti, P. (2021). The Impact of Online Learning on the Learning Motivation of Junior High School Students. Jurnal Studi Guru Dan Pembelajaran, 4(2), 263–271. https://doi.org/10.30605/jsgp.4.2.2021.569
