MOTIVATION IN ENGLISH LANGUAGE LEARNING : A COMPARATIVE STUDY OF ONLINE AND OFFLINE LEARNING

Motivation is a crucial factor in language learning success, influenced by both
internal and external factors. This quantitative research used a comparative, cross-
sectional design and involved 188 English education students at the University of
Bengkulu who had experienced both online and offline learning. The data were
collected using a questionnaire based on established motivational theories. Self-
Determination Theory, Socio-Educational Model, Expectancy-Value Theory, and
the ARCS Model were used as foundation to gather the data. The data then be
analyzed using descriptive statistics and the Wilcoxon Rank Sum Test due to non-
normal data distribution. The findings showed that while students were moderately
motivated in both methods, offline learning (M = 3.25) resulted in significantly
higher motivation than online learning (M = 2.76), particularly in the relevance and
attention dimensions. Motivation also varied by year of study, with a slight dip in
the third year. The hypothesis test confirmed a statistically significant difference (p
< 0.05), supporting the conclusion that offline learning methods provide more
effective motivational support than online ones.
Keywords: Student Motivation, Online Learning, Offline Learning, Comparative
Study.