PERSPECTIVES ON FACTORS THAT SUPPORTAND HINDER LEARNER L2 MOTIVATION IN
AN EMERGENCY REMOTE LEARNINGENVIRONMENT
Derek James Herbert
Kanda University of International Studies
ABSTRACT
Motivation remains a highly researched area for many academics
within English language teaching. A motivated learner would dowell in the L2 classroom but teachers should not presume andwith a wealth of distractions in today’s society, something could
cancel out the strongest motivational tendencies (Mercer &Dörnyei, 2020). The COVID-19 pandemic led institutions tosignificantly change the way lessons were delivered by being
conducted online. Furthermore, uncertainty and anxiety werelikely dispositions as learners face ongoing challenges inemergency remote learning (ERL). This study highlights thefactors affecting university learner L2 motivation in ERL fromteacher and learner perspectives. Surveys were carried out with
11 teachers and 18 students participating. For further
clarifications, three participants from each data set were chosen.
Results showed similarities from both data sets in supporting
factors, with teacher behaviour and approaches being aprevailing factor. Hindrances differed with teachers siding with alack of a pleasant and supportive online atmosphere whereas alack of a stimulating and enjoyable learning environment was
selected by learners. Qualitative data showed both data setsfavouring how teachers approach lessons; furthermore, teachers
leant towards promoting peer support whilst learners focusedmore on constructive teacher feedback to support L2 motivation
in ERL.
INTRODUCTION“Motivation is a multifaceted construct, and the exact nature of theconstituents activated in a particular situation depends greatly on contextual
68
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

factors” (Dörnyei & Cumming, 2003, p. 1). Many components of L2 learning
can influence motivation in the English language classroom such asenvironment, class materials, behaviour and approaches. When COVID-19
struck, institutions were forced into an emergency remote environment thus
made for a challenging pedagogical period for many. It brought limited
knowledge of delivering lessons in this context (Huber & Helm, 2020) withlanguage learning being reconstructed towards an online platform. This
paper focuses on factors that support and hinder learner L2 motivation in an
emergency remote learning environment from teacher and learnerperspectives. Dörnyei’s (2001) framework – The components of the
motivational teaching practice in the L2 classroom, was adapted to cater fordata construction in this paper.
The paper first reviews literature on motivation and demotivation and how
emergency remote learning (ERL) affects learners in English language
learning.
LITERATURE REVIEW
L2 Motivation in English Language Learning“Motivation is responsible for why people decide to do something, how longthey are willing to sustain the activity, and how hard they are going topursue it” (Dörnyei & Skehan, 2003 as cited in Doughty & Long, 2003).
Dörnyei (2020) describes motivation as “an ever-changing process” (P.5)
and can depend on certain factors or conditions that can affect behaviour(Dörnyei, 2009) so second language (L2) learners may come across certain
barriers that contribute to a change in their motivation levels.
Research has shown motivation fluctuates over time (Dörnyei et al., 2015)
and with there being many internal and external influences, it does notremain constant when learning a second language to which can change overthe course of a single lesson, or the months and years that follow (Dörnyei &Ushioda, 2011). The fluctuation of learner motivation can happen in theclassroom where L2 is taught; therefore, should be a positive yet
comfortable place to attend. The teacher should create a supportive classatmosphere by producing challenging yet manageable learning goals with
relevant lesson content leading to a motivating and enjoyable classroom to
go to (Lightbrown & Spada, 2013). If interesting and engaging syllabuses
are created, learner motivation may fluctuate less frequently.

69
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Contributing Factors Towards Demotivation of L2 Learners
Certain pedagogical aspects may contribute to demotivation at some point intime and it could be up to those same components to help remotivate
learners of L2 such as relevancy of materials and tasks or teacher behaviour.
Lamb et al. (2019) defines demotivation as a learner who lost motivation atsome point in time but may regain it (remotivation). A teacher may need toadapt lessons or approaches to their teaching in order to re-establish
motivation. Aspects of the curriculum could also be a factor for demotivationsuch as teacher handouts, assessments, and course books (Apple et al.,2013). With the quality of such tools, there is a likely importance forteaching and learning; thus, institutions should carefully consider syllabus
development to cater for curriculums that involve interesting and engaging
content. A study by Kikuchi & Sakai (2009, as cited in Sampson, 2016) had
university learners reflect on their past L2 studies in Japan resulting in 3
predominant demotivators found; pedagogical materials, an assessment
focused curriculum and entrance examinations. This demonstrates theimportance of quality educational resources in L2 learning in order toremotivate learners.
The Effect of a Pandemic and ERL to L2 Motivation
The world has been affected by COVID-19 which has triggered life changes
and the way we work and learn. The ELT industry has had to re-model theway lessons are distributed with companies and institutions having to either
close or re-invent delivery of classes. A nationwide effort to improve theEnglish competency of learners in the Japanese education system continues
with more communicative functions in curricula across all levels frompre-tertiary to tertiary (Dörnyei & Ushioda, 2009). However, the government
declared a state of emergency in March 2020 and measures were taken
before the start of the academic year to cancel classroom teaching and move
teaching online (Kawasaki et al., 2021). Emergency remote teaching (ERT)
was introduced, though should not be defined as usual online learning.
Online learning can be accessed anywhere at any time, has a clear focus to
support virtually with instruction delivered on a digital device (Ferri et al.,2020). Moreover, careful decision making and planning to produce the design
process for online instruction is prioritised (Hodges et al., 2020). Due to acrises circumstance, an emergency remote environment is a temporary shift
from normal face-to-face, blended or hybrid teaching or learning (Hodges etal., 2020). Teaching materials may need to be adapted or created in order tocater for this environment, which may result in a lack of consistency or
quality. A recent study concluded digital content for an emergency remotesetting was deemed highly important as findings suggested quality of course
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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

content was low with teachers needing more preparation time; moreover, itaffected learner engagement negatively (Khlaif et al., 2021) causing a likely
decline in L2 motivation.
Opinions of teachers and learners in face-to-face classroom settings may
differ or show similarities to factors affecting learner motivation. Suchelements may involve teacher approaches to classes, lesson materials andclass atmosphere. But what of an emergency online environment? Recent
studies have investigated the effect the pandemic has had on learner L2
motivation. Huber & Helm (2020) reported classroom management thestrongest predictor of learner academic achievement and involves leading
learners to maximize instruction towards meaningful learning. Furthermore,
Huber & Helm (2020) argued the pandemic (and emergency remoteteaching and learning) has eliminated teacher control over learners’ active
learning which may lead to them scheduling their learning time themselves,
resulting in disorientation, negative emotions or becoming overwhelmed bycoursework. Almekhlafy (2020) indicated poor internet access, a lack ofonline learning experience or insufficient technical skills were challenges forlearning online during the pandemic. Valsaraj et al. (2021) added time
management, online platforms, synchronous and asynchronous learning andlearner engagement to likely be affecting factors. The issues mentioned may
result in a reduction of learner L2 motivation, and if institutions invest time
for teacher preparation and guidance on fundamental elements of online
curriculums and platforms, this may lead towards a positive influence on
motivation.
METHODS
A mixed methods approach was chosen with quantitative and qualitative
data integrated into the study. The quantitative data was carried out as a
Google Form survey with a select number from each data set chosen at
random to participate in one-to-one, semi-structured interviews (qualitativedata) to gauge further clarification.
ParticipantsParticipants in the study were English language teachers and undergraduate
learners from the same private university in Chiba, Japan. Learners may nothave been in the same classes and were either in their second, third or
fourth year. Those who contributed to the study had experienced an ERL
environment prior to the 2021 spring semester – the initiation of this study.
71
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Eleven teachers and 18 learners responded to the quantitative data withthree willing participants from each set selected for interviews.
Research Questions and Instrument
Research questions were the following:
1. Which factors support learner L2 motivation in an ERL environment themost?
2. Which factors hinder learner L2 motivation in an ERL environment themost?
3. What other factors support and hinder learner L2 motivation in an ERL
environment?
The first two questions of the survey support the first two research questionsof this paper. Question three and four of the survey support the third
research question and was a chance for the participants to address up to
three other factors they perceive may support (question three) and hinder(question four) learner L2 motivation. From the survey questions (seeAPPENDIX A), question one and two predominantly focused on factors basedon Dörnyei’s (2001) framework of the Components of Motivational Teaching
Practice in the L2 Classroom (see APPENDIX B) where participants chose up
to three factors they believe support (question one) and hinder (questiontwo) learner L2 motivation the most. Participants could opt to write
additional factors that supported (question one) or hindered (question two)learner L2 motivation if they so wished. The surveys were in English andcontent was the same for both teachers and learners; although, Japanesetranslation was included in the learner’s survey to make content easier tounderstand. Three willing participants from each data set were contacted for
an interview conducted online over Zoom. Participants who answered all fourparts of the survey were chosen so that discussions would contribute to allparts of the quantitative data.
The next section of the paper involves how the quantitative and qualitative
data were analysed with results following.
Data Analyses
From analysing the quantitative data, the survey of learners had a total of
18 respondents. All accepted and completed the first two questions, with 11
completing the final two questions and 17 respondents willing to take aninterview. The answers given from learners in question three and four wereparaphrased for clarity. From teachers’ data, all 11 accepted and completed
the first two parts of the survey, nine completed the last two questions and72
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

all were willing to take an interview. All participant interviews were recorded
and responses summarised.
RESULTS
Teacher Perspectives
Table 1.1 demonstrates the opinions of teachers which show factors
supporting learner L2 motivation for ERL the most. Findings show teacher
behaviour and approaches for online lessons as the most popular selectedwith relevance of teaching materials for online learning and making learning
stimulating and enjoyable prevailing also. Two teachers opted to report
additional factors which were “being fair and reasonable in terms of theamount of work you have students submit” and “learner acceptance of thesituation and their own generated positivity”. From this data, the perception
from most respondents prioritise teacher behaviour and approaches and how
the teacher prepares content for online learning to stimulate and engage
learners.
Table 1.1. Teacher Perspectives of Factors That Support Learner L2
Motivation in an ERL Environment
FactorQuantity of
Factor Selected

Teacher behaviour and approaches for online lessons

8

A pleasant and supportive online atmosphere5

Relevance of teaching materials for online learning

6

Increasing learners’ expectancy of success for online learning

3

Creating learner autonomy

2

Making learning stimulating and enjoyable

6

Providing motivational (teacher) feedback

3

Increasing learner satisfaction

0

None of the above

0

Other

2

73
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Findings in Table 1.2 had a somewhat similar pattern as teacher behaviour
and approaches to online lessons prevailed along with a lack of a pleasantand supportive online atmosphere. Two teachers opted to report additional
factors: “remote learning can often have the social aspect of language
learning stripped out of the experience. It becomes more content, less of anexperience” and “learners not accepting the situation and view online
learning as time to unfocus”. The teacher and what the teacher does inlessons seems an emerging theme from results that can bear a positive or
negative effect; yet, the learner's attitude was mentioned and could be
impactful towards motivation through ERL.
Table 1.2. Teacher Perspectives of Factors That Hinder Learner L2 Motivationin an ERL Environment
FactorQuantity of
Factor Selected

Teacher behaviour and approaches for online lessons

6

A lack of a pleasant and supportive online atmosphere6

Irrelevant teaching materials for online learning3

Not promoting learners’ expectancy of success for online learning
enough3

A lack of learner autonomy

1

A lack of a stimulating and enjoyable learning environment

4

A lack of motivational (teacher) feedback3

A lack of learner satisfaction

3

None of the above

0

Other

2

Table 1.3 shows what teachers perceive are supporting factors of learner L2
motivation in an ERL environment. The majority of factors centred aroundwhat the teacher can do to aid learner motivation such as coursework load,
conducting student needs analyses and giving learners’ time to prepare,practice and engage with peers online.
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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Table 1.3. Teacher Perspectives on Other Factors That Support Learner L2
Motivation in an ERL Environment
Teacher

Factors that Support

1

Patience with media literacy and tolerance for new technology,
willingness to learn and re-imagine how the classroom could be(e.g. flipped, asynchronous, holistically assessed).

2

Clear, concise communication in and outside lessons. Transparencyof aims for each lesson and how they are achieved. Not
overlooking asynchronous tasks and careful consideration for task
time.

3

Encouraging students to make contact for projects outside of class(e.g. LINE and other social media platforms). Remind students thenecessity and practicalities of their study, maintain student
feedback and make changes accordingly if necessary.

4

Smaller group interaction to maximize learner talk time.

5

Communicative classmates, appropriate workload and routinisationof assessed activities.

6

Plenty of interactive synchronous activities, sufficient opportunities
to get to know classmates at the beginning of a course, not getting
burnt out due to screen time.

7

Group work, individual work, consistent scheduling and planning so
students know what to expect.

8

Instructing learners on time management techniques for them toschedule time more effectively.

9

Balancing synchronous and asynchronous tasks is essential,
student needs analyses to help lesson preparation.

Data in Table 1.4 shows similar considerations to supporting factors.
Respondents reported a decline in motivation if the teacher underprepareswith limited interactive tasks likely resulting in learner disinterest. Teachers
also report concern of the difficulties learners face in a remote learning
environment as this may be the first experience for most. In contrast toTable 1.3, the data shows more concern for the learner due to workload,
unfamiliarity with online platforms and loneliness.

75
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Table 1.4. Teacher Perspectives on Other Factors That Hinder Learner L2
Motivation in an ERL Environment

Teacher

Factors that Hinder

1

Learners constantly waiting for the pandemic to be over, failure totap into learner media literacy (most 18-22 year-olds are morethan familiar with digitally mediated communication) and failure tofind new genuine structures and expectations to make classes
consequential or real.

2

Lack of a sense of community.

3

Isolation from friends and other support networks, overwhelmedwith homework, teachers not considering student schedules andother personal commitments (in terms of schedule changes
without warning).

4

Lack of real language practice opportunities, demotivation to use
digital devices beyond the required amount (leading to burnout).

5

An excess of asynchronous work, a lack of face-to-face contact
with other learners.

6

A lack of interactive activities, too much asynchronous content andscreen time.

7

Loneliness that comes with isolation, overwhelmed, notprogressing due to lack of feedback from peers and teachers.

8

Physically Inactive, technology and internet difficulties while living
alone.

9

Learners thrive in a usual learning environment, meetingclassmates and having informal discussion with teachers on
campus.

Learner Perspectives
Table 1.5 shows supporting factors on L2 motivation from the perspective oflearners. Just as teachers perceived, learners prioritised teacher behaviour
and approaches for online lessons yet learners also ranked a pleasantsupportive online atmosphere and providing motivational (teacher) feedback
the most. Findings show learners need assurances with coursework andencouraging yet constructive feedback in ERL to foster motivation.
76
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Table 1.5. Learner Perspectives of Factors That Support Learner L2
Motivation in an ERL Environment
FactorQuantity of
Factor Selected

Teacher behaviour and approaches for online lessons

9

A pleasant and supportive online atmosphere9

Relevance of teaching materials for online learning

4

Increasing learners’ expectancy of success for online learning

1

Creating learner autonomy

2

Making learning stimulating and enjoyable

6

Providing motivational (teacher) feedback

9

Increasing learner satisfaction

7

None of the above

0

Other

0

Table 1.6 displays mixed opinions as learners identified factors of near equal
importance towards L2 motivation. A lack of a stimulating and enjoyable
learning environment prevailed followed by a lack of motivational (teacher)feedback and a lack of learner satisfaction. Teacher behaviour andapproaches in online lessons and a lack of a pleasant and supportive online
atmosphere were other popular hindrances determining that learners havemixed views on what predominant contributors reduce motivation.
Table 1.6. Learner Perspectives of Factors That Hinder Learner L2 Motivationin an ERL Environment
FactorQuantity of
Factor Selected

Teacher behaviour and approaches for online lessons

7

A lack of a pleasant and supportive online atmosphere

777
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Irrelevant teaching materials for online learning1

Not promoting learners’ expectancy of success for online learning
enough2

A lack of learner autonomy

6

A lack of a stimulating and enjoyable learning environment

9

A lack of motivational (teacher) feedback8

A lack of learner satisfaction

8

None of the above

0

Other

0

Table 1.7 shows learner beliefs on other supporting aspects with viewsbalanced on what measures learners and teachers can do. Some mentioned
classmates as an influence in which being positive and autonomous wasvoiced along with contributing more actively towards online lessons. Learner
talk time, lesson preparation and content were factors that respondents feltthat teachers should consider.
Table 1.7. Learner Perspectives on Other Factors That Support Learner L2
Motivation in an ERL Environment
Learner

Factors that Support

1

Many breakout sessions with classmates.

2

Talkative classmates in synchronised classes.

3

Positive classmates.

4

Various types of materials.

5

Autonomous classmates.

6

Creating an atmosphere that is comfortable for classmates.

7

Using a LINE group chat so teachers and classmates can chat
together outside of lesson time.

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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

8

Learners actively participate in synchronous classes with cameras
turned on.

9Receiving opportunities to speak as much as possible.

10

Further practice of discussion in breakout rooms.

11

Goal-orientated classmates.

Other factors that hinder L2 motivation in an ERL environment from alearner perspective are shown in Table 1.8. Class content, setting homework,
approach to the lesson, teacher support and engaging materials were
contributors that can inhibit, with screen time and internet connection
expressed as potential hindrances in ERL also.
Table 1.8. Learner Perspectives on Other Factors That Hinder Learner L2
Motivation in an ERL Environment
Learner

Factors that Hinder

1

Internet disruption.

2

Tiredness, learners not listening to other classmates, backgroundnoises and distractions.

3

Teacher-fronted, passive online classes.

4

Lack of casual conversation between teachers and learners.

5

Lack of class instruction, not engaging learners into the lesson
enough.

6

Poor sound and image quality, teachers unable to go into every
breakout room at the same time, collaboration is difficult withsome classmates.

7

Uninteresting topics, enforcing a 100% English speaking policy inonline classes, not enough time for English discussion.

8

Lack of teacher support, not being able to study with friends.

9

Too much homework.

10

Unstable Wi-Fi.

11

Being in front of a screen for a long time.

79
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Qualitative Data
Table 1.9 and 1.10 reviews beliefs reported from both data sets from theinterviews. In summary, respondents revealed similar patterns of emerging
topics. Many points focused around how teachers should create aninteractive and positive atmosphere that will benefit learner motivation
within a remote environment. The teacher's approach towards lessons,preparation and management of class content were other discussion points
favoured by participants. Learners focused on teacher traits such as being
positive and assertive and to have that assertiveness to manage cameras orwith an all English-speaking environment. Constructive teacher feedback
was voiced in all three learner interviews with teachers siding withencouraging peer support showing it to be a favoured attribute for learnermotivation in ERL but with perspectives differing on feedback method.
Table 1.9. Teacher Interviews
Interview1

Summary of Teacher Perspectives
●
●
●
●
●
●
●
●

2

●
●
●
●
●

Teacher behaviour affects student attitude and willingness toengage.
Adaptation of materials for Zoom classes is key.
Each lesson should incorporate synchronous activity, especially forfirst year university learners to build social relationships.
Promote peer feedback.
Be caring and supportive to learners though give them
independence balancing self-study and autonomy.
Online lessons should feel real and creative like usual classroom
lessons so class planning may need more time and thought.
Forcing learners to speak English is unwise, especially first year
learners living alone.
Over reliance on writing tasks in a discussion-based course online is
not advisable with learners quickly losing focus and interest.
Proper teacher behaviour and approaches for online classes will
have a positive effect.
Encouragement, class dynamics and coursework quantity must be
managed effectively.
Learners may become dissatisfied so teachers should adapt towards
a supportive and positive atmosphere.
Promote peer support. Learners may prefer conversing with otherclassmates more than the teacher.
Consider learner wellbeing in emergency remote environments.

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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

Interview
3

Summary of Teacher Perspectives
●
●
●
●
●

Giving learners individual time will reassure them on progress andmay build confidence.
If a teacher’s character is warm and welcoming, learners will
respond positively.
Badly managed activities which are not scaffolded to learner needs
will be a key hindrance.
Learners should know the end goal to tasks with clear andachievable objectives for online lessons.
A teacher’s breakout room management is important to maintainlearner stimulation and enjoyment.
Clear and concise instruction in and outside the class and making
learners aware of expectations from the beginning of the semester.

Table 1.10. Learner Interviews
Interview1

Summary of Learner Perspectives
●

●
●
●

●

Interview
2

Being unaware of progress other students were making withassignments was difficult online which made submitting tasks
concerning. Constructive teacher feedback is essential for learnerassurance and to identify improvements.
Set fun, interesting and challenging tasks online and for learners tolearn actively.
Autonomy may have a negative turn in remote environments (athome) with many distractions such as TV and social media.
Enforce rules on Zoom for learners to keep cameras on. Seeing
learners can impact the discussion positively if the person talking
can see those listening. If cameras are off, discussions can bedifficult.
Monitoring all breakout rooms at once is not possible andclassmates may speak Japanese or be unresponsive.

Summary of Learner Perspectives●

A positive teacher makes learners comfortable with an eagerness tolearn.

81
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

●

●

●
3

●

●
●

●
●

Giving complicated comments on assignments may cause confusionand concern for learners. Teacher feedback should be clear andconstructive which can increase confidence.
Making a 100% English speaking environment mandatory will
challenge learners if teachers set interactive and interesting tasks
throughout the lesson.
Investing time for each learner will help with learning goals andmotivation.
The way of teaching is very important. Teachers should create acomfortable learning environment by varying lesson content, giving
more time for discussion in breakout rooms and ample
opportunities to get to know classmates.
Constructive feedback is so important for learners to improve work.
Online environments can be isolating so giving learners interesting
and achievable group tasks and collaborative projects can be
stimulating.
More talkative, outgoing learners could benefit shy learners ingroup discussions.
Tiredness can have a big impact on motivation especially withclasses scheduled back-to-back. Live lessons and a heavy workload
can be difficult to manage.

DISCUSSION
As previously mentioned, certain conditions and factors can disrupt learner
behaviour (Dörnyei, 2009) so it was no surprise the pandemic and moving
towards an ERL environment impacted learner motivation to learn English.
From quantitative data, the majority of learners and teachers perceived
teacher behaviour and approaches to be an important factor along with apleasant and supportive online atmosphere. Classmates were mentioned
from learners who reported goal-driven and collaborative peers would
benefit motivation. The qualitative data showed an emerging theme fromboth data sets demonstrating teachers play a significant part towards learner
L2 motivation in ERL. Creating engaging and relevant lesson content andlearning outcomes (Lightbown & Spada, 2013) and giving learners theconstructive feedback to improve, were factors mentioned in support ofmotivation. Findings from learner interviews indicated a concern for learneremotions where negative feelings of loneliness due to isolation would hinder
motivation in ERL yet learner wellbeing was also mentioned in Teacher
Interview 2. A new learning platform and balancing synchronous andasynchronous learning may influence learners hence it could affect otherfactors such as time management and learner engagement (Valsaraj et al.,2021). Further preparation from teachers may contribute positively towards
82
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

L2 motivation such as lesson planning with achievable outcomes, material
creation and adaptation for online learning.
From investigating perspectives in this study, many of the factors caninfluence learner L2 motivation in both face-to-face and online environments
such as teacher behaviour and approaches, preparation and planning ofclasses and homework, construction of feedback and consideration of learner
wellbeing, showing that teaching skills and attitudes are equally important inboth settings.
Course content for ERL has been shown to negatively affect engagement if
not prepared well (Khlaif et al., 2021) to which relates towards the beliefs
made by teachers and learners in this study. The relevancy of online
materials (Table 1.1) was one of the prevailing factors chosen by teacherswith one learner reporting that uninteresting topics (Table 1.8) can
negatively affect learners' motivation in ERL. From qualitative data, material
adaptation (Table 1.9) and varying lesson content (Table 1.10) werementioned which can cater for a positive online learning environment.
Moreover, further effort towards teacher training of L2 content in an
emergency remote environment should be encouraged in institutions. In
addition, it may benefit educators with the transition back towards classroom
teaching.
CONCLUSION AND LIMITATIONS
Not only teachers but learners should appreciate the situation of how the
pandemic has significantly changed the way we teach and learn. Teachers
have to carefully consider how they prepare classes, create materials andatmosphere for learners to be assured the ERL environment is a place where
they feel comfortable and supported before, during and after lessons. Yetlearners can play a part in supporting their motivation by exerting more
effort by collaborating and engaging online with classmates to maximise
English production in classes. If learners take a positive approach towards
online classes, not only will this likely benefit learning, it may also benefit
the teacher’s own motivation in emergency remote teaching.
This project was a small-scale study with a limited number of respondents
for each data set. For further depth and consistency, collaborating with otheruniversities may benefit the study in order to determine clearer outcomes on
which factors affect learner L2 motivation the most. Other institutions may
83
Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

use different teaching approaches and online platforms; thus, perspectives
may differentiate from data gathered from this investigation.
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motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,KUIS.

APPENDIX A

Survey Questions

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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.

88
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motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,KUIS.

APPENDIX B

Dörnyei’s (2001) Framework of the Components of Motivational
Teaching Practice in the L2 Classroom

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Herbert, D. (2023). Perspectives on factors that support and hinder learner L2
motivation in an emergency remote learning environment. Literacies and Language
Education: Research and Practice, Spring 2023, 68-89. English Language Institute,
KUIS.