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Teacher Education (Upper Secondary School) 300 hp

Students' Motivation in a Physical English

Classroom and Sustaining Motivation when

Transferring to Online Education

English for Students in Teacher

Education 15 hp

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Abstract

This study aimed to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can provide and maintain motivation for learning English when required to transfer their teaching from the physical classroom to online mode. Two questionnaires were answered by 46 upper secondary school students and eight English teachers. The questionnaires were supplemented with separate interviews in which six students and two teachers participated. The questionnaires were analysed using Braun and Clarke’s thematic analysis model (2006), while the data resulting from the interviews was analysed through a phenomenological approach inspired by Amedeo Giorgi’s four-phase phenomenological method described in Phenomenology and Psychology Research (1985). The result of the study showed that students are motivated to learn English if they have a functioning relationship with their teacher, if they have friends who motivate them, and if lessons vary in format. However, when transferred to online mode, motivation was difficult to sustain. The students’ primary source of motivation, in the form of physical- and social connections was lost. Both students and teachers experienced online education as time-consuming.

Key words: Motivation, student motivation, distance learning, distance education, physical classroom, teaching English in Swedish upper secondary school, online teaching, teachers of English, time-consuming, social.

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Table of contents

1. Introduction!...!4!

2. The aim of the study and research questions!...!5!

3. Previous Research!...!6!

3.1 Motivation!...!6!

3.1.1 Intrinsic vs. Extrinsic motivation!...!7!

3.1.2 The importance of teachers in motivation!...!8!

3.2 ICT and Motivation!...!9!

3.3 Distance education!...!14!

3.4 What motivates students and Swedish students in particular.!...!14!

4. Method!...!16!

4.1 Questionnaires!...!16!

4.2 Interviews!...!18!

5. Result and Analysis!...!19!

5.1 Questionnaires!...!19!

5.1.1 What motivates you to develop your English skills?/What do you think motivates your students to develop their English skills?!...!20!

5.1.2 More motivated to perform during English lessons due to varied teaching/more motivated to perform during English lessons when the lessons are similar.!...!21!

5.1.3 Who is responsible for my/my students’ performance and motivation during English lessons?!...!23!

5.1.4 Elaborate and motivate your answer to the previous question.!...!24!

5.2 Interviews!...!26! 5.2.1 English teacher 1 (T1)!...!26! 5.2.2 English teacher 2 (T2)!...!27! 5.2.3 Student 1 (S1)!...!28! 5.2.4 Student 2 (S2)!...!29! 5.2.5 Student 3 (S3)!...!29! 5.2.6 Student 4 (S4)!...!30! 5.2.7 Student 5 (S5)!...!30! 5.2.8 Student 6 (S6)!...!31! Summarising analysis!...!32! 6. Discussion!...!35! 7. Conclusion!...!38! References!...!41! Appendices!...!43!

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Appendix 3. Questionnaire answers teachers!...!45! !

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1. Introduction

In March 2020, the coronavirus disease, COVID-19, was finally recognised as a world-wide pandemic (World Health Organization 11 March 2020). Sweden had its first case of the virus confirmed in January 2020, and two months later, all Swedish upper secondary schools were advised to close, with all teaching to be transferred to online mode. The national curriculum for the English subject in upper secondary schools in Sweden states that teachers are responsible for providing students with conditions for knowledge (Skolverket 2020), even in a changed and unfamiliar situation such as the one caused by the current Covid-19 crisis. Therefore, at the time of writing in May 2020, teachers are currently being required to teach and motivate their students to learn from a distance through the use of digital tools.

In A Study of the Effects of Digital Learning on Learning Motivation and Learning Outcome (2017) Ming-Hung Lin, Huang-Cheng Chen and Kuang-Sheng Liu, state that the Internet has undergone a rapid revolution in relatively recent times, which, with regards to teaching and learning, has resulted in the creation of a substantial amount of digital materials (1). Lin, Chen and Liu argue that the Internet has become a ubiquitous tool and as a result is giving teachers a lot of flexibility in their teaching (2017, 1). According to Lin, Chen and Liu, modes of learning are in a state of change, and, as such, governments and businesses are making substantial investments in digital teaching. These investments have led to the creation of numerous digital teaching platforms and diverse teaching materials, and with schools actively promoting the use and integration of technology inside and outside the physical classroom to help students achieve their learning outcomes in all subject areas (Lin, Chen and Liu 2017, 2). Thus, now, more than ever, schools are required to employ digital tools in their teaching; the teaching of English as a second language is no exception.

With the current and abrupt requirement to teach online due to the Covid-19 crisis in early 2020, in just a few days and sometimes even hours, Swedish schools and teachers have managed to transfer their teaching from the physical classroom to online mode enabling them to continue their teaching and their students’ learning from home. Teachers and students are now working physically isolated from each other, and as such, we have noticed that many teachers are finding that the techniques and tasks they usually use to motivate their students in the physical classroom might not work as effectively when used online.

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After spending 20 weeks on teaching practice in different schools, we have come to realise that engaging and motivating students are one of the hardest tasks English teachers will encounter in the classroom. This is something that Jungert (2014, 1) also identified as one of the most significant challenges when it comes to teaching.

As two English teachers to be, we were initially interested in investigating if there were any differences between what a small group of students felt they required in order to be motivated during their English lessons in the physical classroom, in contrast to what their teachers believed they (their students) needed. However, at the end of our final teaching practice period, teaching for upper secondary students had to abruptly transfer to online mode. With a growing understanding that in the autumn, when we would be beginning our first teaching jobs, we too might be expected to teach English online. We, therefore, decided to widen our study to examine how both teachers and students of English were able to sustain motivation in a changed environment.

2. The aim of the study and research questions

The aim of this study was to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can provide and maintain motivation for learning English when required to transfer their teaching from the physical classroom to online mode. The study consisted of the analysis of the data gathered from two questionnaires completed by 46 students and eight teachers of English from two different upper secondary schools in the south of Sweden. This was supplemented by data gathered from interviews conducted with six students and two teachers from the different schools and who had answered the original questionnaires. The questions we set out to answer were:

1.! In general, what contributes to students’ motivation for learning in the English classroom?

2.! In what ways can teachers sustain students’ motivation in the transfer from physical classroom to online mode?

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In the following section, we will examine relevant literature relating to motivation and digital distance teaching and learning.

3. Previous Research

The chapter below is divided into four sections entitled Motivation, Information Communication Technology (ICT), Distance learning and What motivates students and Swedish students in particular. These are the areas that we felt are the most relevant to our study.

The previous research used in this study and presented below is in some way connected to either motivation, ICT, or distance learning in school. Some studies are specifically focused on the English subject in Swedish schools. Even if not all the previous research specifically focuses on the learning and teaching of English in Swedish upper secondary school, we believe that it can still be applied to Swedish upper secondary schools and this study.

To clarify, the abbreviation ICT is referred to as a collection of all digital devices and technology mentioned in this study.

3.1 Motivation

Motivation in a teacher and student relationship can be seen from different perspectives. To begin, and with regards to learning a new language, Jack C. Richards in Key Issues in Language Teaching (2015) refers to the role of motivation as the language learners’ attitude towards learning. To succeed in learning, students must be willing to invest time and effort in their studies and to really want to learn a specific language. Richards states four different factors which influence learners’ motivation:

•! Their interest in the language or the foreign culture. •! Attitudes towards people or community who speak it.

•! Their attitude towards the teaching/learning situation (e.g., the course, their teacher or their class). •! Their practical need for the language (Richards 2015, 149).

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In contrast, and, more generally, Håkan Jenner in Motivation och motivationsarbete i skola och behandling (2004) describes motivation as something that is not characteristic of an individual alone. Instead, he states that it is the result of the actual pedagogical encounter and an individual’s experiences of it (12).

3.1.1 Intrinsic vs. Extrinsic motivation

In Inre motivation positiv för elevers utveckling och lärande (2014), Thomas Jungert argues that students’ motivation is one of the most significant challenges when it comes to teaching (1). He states that students must be engaged, both emotionally and cognitively, in the learning process. According to Jungert (2014, 3), three essential requirements have to be fulfilled in order to stimulate students’ intrinsic motivation. Jungert defines these requirements as: “desire for competence,” “desire for belonging,” and “desire for autonomy.” The desire for competence implies that students should be provided with the opportunity to develop. The desire for belonging implies that students should have the opportunity to develop good relations with fellow students and teachers. Lastly, the desire for autonomy implies that students should have the opportunity to be involved in the teaching and given tasks (Jungert 2014, 3). Like Jungert, when referring to motivation in the classroom, Jenner (2004,44) argues the importance of an intrinsic motivation which should be discovered within each student, rather than an extrinsic motivation forced on the learner by teachers and other students. Similarly, Elizabeth Mulvahill, in the article Understanding Intrinsic vs. Extrinsic Motivation in the Classroom (2018), states that intrinsic motivation is when one does something for the sake of their own personal satisfaction without expecting something in return. Consequently, one does something to become personally challenged, feel good, or experience a sense of accomplishment.

For example, a student may be intrinsically motivated to read because it satisfies their curiosity about the world and brings them a sense of calm. Intrinsic motivation is doing something “just because” (Mulvahill 2018).

Mulvahill explains intrinsic motivation as the source of personal growth and motivation since teachers cannot change students’ way of thinking. Teachers, on the other hand, can instead create an environment that motivates students to learn (Mulvahill, 2018). Additionally, Jungert (2014, 1-3) argues that students’ intrinsic motivation occurs when they experience that they are in control of their studies and that they can influence their results depending on their behaviour and efforts.

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In contrast, students’ extrinsic motivation occurs when students are in less control over their situation and are less able to influence their studies (Jungert 2014, 1-3). Mulvahill (2018) argues that extrinsic motivation is when one does something to avoid punishment or to achieve a reward.

For example, a student studies for a test because they want to earn a good grade [...] Students choose behaviours not because they enjoy them or find them satisfying, but to receive something in return or avoid an adverse outcome (Mulvahill 2018).

However, according to Mulvahill (2018), extrinsic motivation does not, as it might seem, only have a negative effect on students. She states that extrinsic motivation resembles the motivational situation in the real world where unpleasant tasks are done in order to reach a higher goal. She states that extrinsic motivation can also be beneficial when teaching and mentions that extrinsic motivation can be helpful in situations where students must complete a task which they do not find particularly motivating. For example, a student completes an assignment to receive better grades rather than studying for personal knowledge.

3.1.2 The importance of teachers in motivation

Mentioned above is the importance of students’ intrinsic and extrinsic motivation and how teachers can motivate students in different ways, depending on the desired outcome. Jenner states that teachers must understand the effect that repeated failure and low self-esteem can have on a student (2004, 13). He, therefore, states that the interaction and relationship between teachers and students is the most crucial component when it comes to motivating the latter (2004, 23). Jenner argues that the basis of any educational meeting is the relationship that exists between the teacher and the student. This relationship is already established at the first meeting of the parties, and the person who bears responsibility for creating a fruitful relationship is the teacher (2004, 23).

The teacher’s role in motivating students has also been explored in Ernest W. Brewer and David N. Burgess’ article Professor’s role in motivating students to attend class (2005). As with Jenner (2004), Brewer and Burgess argue that teachers’ ability to motivate their students is a fundamental aspect of teaching and that the personal qualities teachers possess may also impact on students’ motivation to learn (2005, 2, 8). Brewer and Burgess also state that if teachers have a responsibility to motivate their students to attend class and to learn, it is vital for teachers

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to understand how to motivate their students (2005, 7). Brewer and Burgess argue that the teaching methods should be varied to motivate the students during class. Jenner argues that a personal relationship with students is favourable and generates motivation for students to learn and continue to be motivated (2004, 60-61). In addition, Erik E.J. Thoonen, Peter J.C. Sleegers, Thea T.D. Peetsma, and Frans J. Oort in Can teachers motivate students to learn? (2011, 345-346) state that a dominant explanation for any decrease in students’ motivation in school is the lack of “personal-environment”. As Jenner (2004, 44) states, students need to be motivated with real-life events and subjects connected to their personal world. Thoonen et al. argue that a school environment that is not well-tuned to the students’ needs, values, and interests will affect their identification with school and will lead to a decrease in their efforts, motivation, and results in the long run (2011, 345-346).

3.2 ICT and Motivation

In Bo Lundahl’s Engelsk Språkdidaktik (2019), the aspect of informal learning is described as appealing, due to the sense of freedom it generates. When learning a language in informal situations, the learner is in charge of how, when and, where language is taught. In a school environment, with classrooms, teachers, a curriculum and textbooks, the learner are exposed to explicit learning (Lundahl 2019, 25). Even so, implicit knowledge is also acquiredinside the walls of a school (Lundahl 2019, 25-26). With the increased use of technology and digital tools, Lundahl states that a clear distinction between formal and informal language learning is in the process of being erased. Digital tools are increasingly used in formal teaching situations, connecting the informal outside world with the school environment (2019, 31). Despite this, Swedish schools are still fond of traditional textbooks, although digital tools are used as a complement (Lundahl 2019, 31). With the increased use of digital tools in the English classroom, there is a concern that the tradition of writing and reading is disappearing, and each year Swedish English teachers must provide longer and more difficult tasks for their students to develop new language skills (Lundahl 2019, 31).

In Motivational Practice (2019) Alastair Henry, Pia Sundqvist and Cecilia Thorsen, state that the current generation of students who have grown up with the Internet are used to the availability that digital devices provide (2019, 187). A study by Henry, Sundqvist and Thorsen together with their colleague Helena Korp aimed to discover more about language developing activities that teachers of English in Sweden consider to be motivational. The study was based

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on answers from 113 English teachers at 64 different schools in the west of Sweden. As part of the study, they were asked to describe an activity or task that they have carried out with their students which they experienced motivated them (Henry, Sundqvist and Thorsen 2019, 71). A major finding of the study was that many teachers commonly use ICT in English classrooms in Sweden (Henry, Sundqvist and Thorsen 2019, 187).

In Lära engelska på internet (2009) Maria Estling Vannestål explains that English is one of the subjects that benefits the most from the use of computers and other technical devices (12). She explains that the materials in English that can be found on the Internet are infinite and that there is also an endless supply of materials on the Internet specifically created for English language practice (Vannestål 2009, 12. According to Vannestål (2009, 16), there is no longer a question of whether we need to use technology in language teaching. Instead, she states that schools must provide technology in education to follow the technical movement and to arm the students for the future. The most obvious benefit of using computers and other technical devices is, according to Vannestål, that the Internet offers a way to create more variation in the classroom, which can lead to increased motivation among students, and better conditions for learning (2009, 17).

Never before has it been so easy to take the world into classrooms, which is an advantage for schools with a strained economy and limited opportunities to buy textbooks and subscribe to printed newspapers or journals. The Internet provides unbeatable access to authentic and up-to-date materials in the target language for free (Vannestål 2009, 17). Even though Vannestål is positive towards the use of the Internet and computers in the English classroom, she argues that teachers testify that their use can also cause stress in teachers’ schedule. Teachers believe that it is time-consuming to find new materials on the Internet to work within their classrooms and prepare activities that they otherwise can find in printed textbooks (2009, 20).

As with Vannestål (2009), Henry, Sundqvist and Thorsen (2019, 200) provide a wealth of ideas for the use of ICT in the English classroom, for instance, when working with literature. In the authors’ study, one teacher explained that the school she was working at had a small and limited library, and it was difficult to find enough printed copies of a novel for a full-sized class. Therefore, the school made chapters of novels available as sound files which the students could access on the class platform. In that way, students could choose how they preferred to read the book. Either they could listen or read, or they could read and listen at the same time. The teacher

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had prepared smaller activities to accompany the students’ reading with a focus on network activity, in example, working in pairs in Google Drive to work with their vocabulary, book talks, or written tasks (Henry, Sundqvist and Thorsen 2019, 201). In the same study, one student explained that she liked to work in Google Drive since all of the material is available on her mobile phone or computer (Henry, Sundqvist and Thorsen 2019, 203). With this example, Henry, Sundqvist and Thorsen (2019, 203) state that the student pointed to the affordances of ICT from a student perspective since students can access their school work anytime and anywhere. According to Henry, Sundqvist and Thorsen, the students in their study found it motivational to work with their mobile phones through easy access to both the task and their work (2019, 203).

In relation to Henry, Sundqvist and Thorsen three teachers of English, Tom Rank, Chris Warren, and Trevor Millum in Teaching English Using ICT - a practical guide for secondary school teachers (2011), argue that the use of technology can inspire and motivate students in the English classroom. This book was created as an inspirational guide for English teachers in their use of digital tools in their teaching. However, Rank, Warren and Millum argue that in the teaching of English, the language always comes first, and the technology must serve as a complement to the teaching.

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It should serve the subject not by offering alternatives for the sake of it but because new technologies can extend, enhance or make more efficient what they already strive to achieve (Rank, Warren and Millum 2011, 1).

Therefore, Rank, Warren and Millum imply that technology and technical devices can make education more effective (2011, 1). Similarly, Muhammad Bello Nawalia’s, Sezer Kanbul’s and Radwan Alhamroni’s Technology and English Language Teaching and Learning: A Content Analysis (20 Sep 2019), address the use of technology, which they, in a similar way to Rank, Warren and Millum, believe should be embedded in English language teaching. Nawalia, Kanbul and Alhamroni have investigated the use of technical devices as a pedagogical tool, with the aim of discovering if technology can motivate students and create a more successful educational situation (2019, 16). In addition, Rank, Warren and Millum present ideas for how teachers can inspire their students using technology in the English classroom. According to Rank, Warren and Millum (2011, 143), inspiration is a fundamental ingredient for creativity, but which sometimes only has a short-term effect. However, it can also be “the slow-burning

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fuel of artistic endeavours that lasts for years” (Rank, Warren and Millum 2011, 143). According to Rank, Warren and Millum, inspiration and motivation are linked, one fosters the other, and the authors have found that students naturally become engaged while using ICT (2011, 143). For example, Rank, Warren and Millum state that the use of computers can make a fractious, bored class engaged immediately (2011, 143).

Similarly, research by Henry, Sundqvist and Thorsen (2019, 211) has shown that there is a positive relationship between the time Swedish children and teenagers spend on playing digital games in English, it expands their vocabulary and oral proficiency. According to Henry, Sundqvist and Thorsen, students who play digital games for more than five hours per week use more advanced vocabulary in their English national test, compared to students who play less, or not at all (2019, 211). Henry, Sundqvist and Thorsen state that most English teachers in Sweden are aware of the potential of learning English from digital games and some teachers consider the possibility to involve digital games in their teaching with the purpose of motivating their students (2019, 2011). One teacher in the study involved digital gaming in her lessons. She started a lesson by showing a TED-talk where a game designer talked about what games such as World of Warcraft can offer the gamers. This caught the attention of many unruly boys, and their motivation appeared to arise (Henry, Sundqvist and Thorsen 2019, 213-214). By first introducing the activity, the students were motivated, and they were then asked to discuss the TED-talk in groups and record the discussion on video. The teacher had prepared discussion questions where the students were able to incorporate their gaming habits to the discussion (Henry, Sundqvist and Thorsen 2019, 214).

According to Henry, Sundqvist and Thorsen, Youtube, a website with social-media functions was frequently used by many teachers (2019, 217). It is convenient to start a lesson with a video clip of a specific topic. However, according to Henry, Sundqvist and Thorsen (2019, 217), Youtube is also used as a channel for teachers and students to create videos. For example, teachers can create a Youtube channel and publish short videos of grammar instructions and students can create videos and publish them on Youtube so that “the world becomes the audience” which is, according to Henry, Sundqvist and Thorsen, motivational itself (192, 217). Making students upload their videos on Youtube allows them to be creative, and here, ICT provides students to develop their self-esteem and risk-taking (Henry, Sundqvist and Thorsen 2019, 217). However, Rank, Warren and Millum state that the difference between engagement due to excitement or the use of technology instead of pen and paper is not always similar to

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real intellectual classroom engagement (2011, 143). Therefore, Rank, Warren and Millum argue that although technology and technical devices can motivate students to study and work during English lessons, it might also harm the students’ creativity and inspiration (2011, 143). Nawalia, Kanbul and Alhamroni (2019) have carried out a quantitative content analysis of articles that consider the use of technology when learning the English language. Out of fifty journal articles, Nawalia, Kanbul and Alhamroni (2019, 16) found increasing use of technology when teaching and learning the English language over the past three years. Technology is, according to Nawalia, Kanbul and Alhamroni (2019, 16), now used as an everyday tool in schools and is naturally included in the process of language learning. Similar to Rank, Warren and Millum, Nawalia, Kanbul and Alhamroni (2019, 16) state that the use of technology in schools should be seen as a complement to traditional education and should not be used only because of its easy access. According to Rank, Warren and Millum (2011, 144), teachers must focus on lesson content rather than the technology itself. Therefore, teachers must create lessons with adequate content without focusing on the technical devices that will be used by the students when they are working with the task. Rank, Warren and Millum present several programs that help students focus on the content of the lesson without losing intellectual motivation or inspiration. For example, a StoryStarter Fruit Machine where, students are provided with a random mixture of genres or location to set the starting point of their story. This program engages and motivates students by challenging them to construct a story using a puzzle of possible stories (2011, 144-147).

Similar to Rank, Warren and Millum, and Nawalia, Kanbul and Ahamroni, and Lin, Chen and Liu (2017, 1) argue that the Internet these days has become a universal tool for both students and teachers in school. In order to investigate student opinions on digital learning, Lin, Chen and Liu conducted a study, which involved 116 students answering a questionnaire. As already noted in the introduction, Lin, Chen and Liu, argue that traditional modes of learning are in a state of change, and technical devices are taking up more space in language learning (2017, 2). Investments in digital teaching platforms have led to the production of diverse digital teaching materials, all of which are expected to improve students’ learning outcomes (Lin, Chen and Liu 2017, 2).

The result of Lin, Chen and Liu’s study concluded that digital learning provides a more positive effect on the students’ learning motivation than traditional teaching does. However, Lin, Chen

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and Liu similar to Rank, Warren and Millum are of the opinion that teachers must have adequate knowledge and sufficient strategies to create optimal digital teaching. Furthermore, students must be willing to use digital learning socially. In short, the students must be willing to propose questions, engage in discussions, and interact with their teacher (Lin, Chen and Liu 2017, 2-3).

3.3 Distance education

In studies of motivation during distance education, Jane E. Brindley reviews a collection of studies regarding distance education in her work Learner Support in Online Distance Education: Essential and Evolving (2014). According to Brindley, distance learners require maturity, motivation, multi-tasking skills, and the ability to work independently, among many other skills and aptitudes (2014, 287). The students that do not possess these skills or aptitudes could need extra help from services that support the learning process, from, for example, the library, peer-to-peer support, counselling, or administrative support (Brindley 2014, 287). With the increasing use of web-based technology and online education, supporting services must adapt to online mode, according to Brindley (2014, 288). Richards (2015, 637) outlines different ways in which web-based technology and distance education has extended access to language education. However, he also notes the difficulties teachers and students face when physical contact is lost. Similar to Brindley (2014), Richards argues that well-functioning distance education contexts require structure and experience for both students and teachers (2014, 637). When physical contact is not possible and personal relationships are challenging to accomplish, structure and authority must take its place (Richards 2014, 637).

3.4 What motivates students and Swedish students in particular.

Henry, Sundqvist and Thorsen state that Swedish students are among the most proficient in the English language in Europe (63-64). Despite this, Swedish students still need to be motivated to be willing to develop their English skills further.

Henry, Sundqvist and Thorsen (2019, 67) state that students must be able to see a connection between the activity that they are being asked to carry out, and the world in which they live to become motivated. Henry, Sundqvist and Thorsen (2019, 67-68) argue that this can be achieved by making use of activities that initially focus on the exploration of current and everyday issues, and then inviting students to relate these issues to their own experiences, interests and frames

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of reference. For example, the use of popular culture and technical devices have been found motivating (Henry, Sundqvist and Thorsen 2019, 73, 82). Lessons need to contain exciting content by connecting the topics with subjects that students already find interesting. Lessons should also involve new elements, so the risk of passive responses can, for example, be minimised by including new activities that are different, or unexpected for the students (Henry, Sundqvist and Thorsen 2019, 68). Henry, Sundqvist and Thorsen argue that there is no universal template for motivational teaching in all classrooms and all contexts. Therefore, teaching subjects and teaching materials that might work in one context, or in one teachers’ classroom, may not work in another (2019, 70).

Even if there is no key to what motivates all students, Henry, Sundqvist and Thorsen together with their colleague Helena Korp observe that many of the activities that the teachers described in their study were incorporated within themes that focused on English-speaking countries. Often, the activities invited students to investigate aspects of the country in focus and involved the use of digital media to document imaginary journeys or visits to places of interests. For example, students made video blogs and travel documentaries (Henry, Sundqvist and Thorsen 2019, 75).

Although the use of digital media and technology is highly motivating, Henry, Sundqvist and Thorsen (2019, 77) also argue that traditional English textbooks should not be underestimated. They argue that English textbooks provide structured opportunities for students to become aware of, and to engage, with relevant linguistic forms. According to Henry, Sundqvist and Thorsen, English textbooks do not only provide a structure within and between lessons, but they also decrease teachers’ preparation time (2019, 77). To plan and structure, suitable lessons are something that Henry, Sundqvist and Thorsen (2019, 78) believe to be a demanding task for all teachers of English. Nevertheless, they state that it can be particularly challenging for newly-qualified teachers who have not yet had time to build up practical experiences of working with grammar in their classrooms and because they may have developed much of their own knowledge of English in informal environments outside school. According to Henry, Sundqvist and Thorsen, this knowledge is often possessed by their more experienced colleagues (2019, 78).

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4. Method

The aim of this study was to investigate in what ways a group of Swedish teachers and students of English at upper secondary school can maintain motivation for learning when required to transfer their teaching from the physical classroom to online mode. The study consisted of the analysis of the data gathered from two questionnaires completed by 46 students and eight teachers from two different upper secondary schools in the south of Sweden. This was supplemented by data gathered from interviews conducted with six students and two teachers from the different schools and who had answered the questionnaires. The answers to the questionnaires were analysed using Braun and Clarke’s thematic analysis model (2006), while the material resulting from the interviews was analysed through a phenomenological approach inspired by Amedeo Giorgi’s four-phase phenomenological method described in Phenomenology and Psychology Research (1985).

In accordance with The Swedish Research Council (Vetenskapsrådet) guidelines on managing personal information and research ethics (Vetenskapsrådet, 2020), respondents are not named or gendered in this study. All respondents were informed of their confidentiality and the purpose of this study. They gave their approval before answering the questionnaires and taking part in the interviews. The material gathered in this study will only be used for the purpose of answering the research questions stated above.

4.1 Questionnaires

In order to gather data for this study, two questionnaires were designed. Both questionnaires included a mix of quantitative and qualitative questions. The latter allowed for more extensive and developed answers. The questionnaires were sent to 75 upper secondary school students and eight teachers of English who, at that point in time, werestill studying and teaching English in the physical classroom prior to the transfer to online mode. In total, 46 students and eight teachers answered the questionnaires.

Depending on the nature of each question, the resulting data was then analysed from either a quantitative or qualitative perspective. The quantitative questions were summarised in percentage form and converted into tables and charts. The qualitative responses were analysed and themed, according to Virginia Braun and Victoria Clarke’s thematic analysis model Using thematic analysis in psychology (2006). The thematic analysis is a method for identifying,

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analysing, and reporting themes within data. It was found suitable since thematic analysis does not require detailed theoretical and technological knowledge of approaches and can offer a more accessible form of analysis, particularly for those early in a qualitative research career (Braun and Clarke 2006, 82, 84-85). As such, the extended responses were read and discussed. Further on, when we were more acquainted with the content of the answers, we divided them into reoccurring themes. Examples of these themes are: “grades,” “future,” and “communication”. When all the themes that were found useful for this study were identified, we compiled them into tables (see chapter 5: result and analysis). Therefore, thematic analysis can be a method that works to reflect reality and to unpick or unravel the surface of ‘reality’ (Braun and Clarke 2006, 9). A theme captures something important about the data in relation to the research question and represents some level of patterned response or meaning within the data set (Braun and Clarke 2006, 86). For the reader’s understanding of this method, a short description will be presented below.

During the first phase, Familiarising with the data, immersive and repeated reading of the material is done, searching for meaning units and patterns (Braun and Clarke 2006, 92-93). The second phase, Generating initial codes, involves the production of initial codes found in the data. A systematic and repetitive search for potential themes is then carried out by organising the codes into meaningful themes (Braun and Clarke 2006, 94-95). The third phase, Searching for themes, re-focuses on finding and analysing themes discovered in the material. The analyst starts to analyse the codes and considers how different codes may form a common theme (Braun and Clarke 2006, 95-96). During the fourth phase, Reviewing themes, the themes are organised, and unrelated themes are separated from the supply of themes (Braun and Clarke 2006, 96-98). In the fifth phase, defining and naming themes, the identified themes are analysed on a deeper level, and the analyst determines the captured themes’ function for the analysis. By the end of this phase, all themes are clear to the analyst (Braun and Clarke 2006, 98). In the sixth and final phase, Producing the report, the analysis of the clear themes provides concise, coherent, logical, non-repetitive, and interest in the story the data tells- within and across themes. The written report must provide sufficient evidence of themes within the data (Braun and Clarke 2006, 99).

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4.2 Interviews

The second stage of the study was to interview some of the respondents who had answered the questionnaire just after the transfer to online mode had taken place. Six of the respondents who participated in the interviews are students studying at two different upper secondary schools in the south of Sweden. The other two respondents are teachers of English at two different upper secondary schools.

An inquiry of interview participation was sent to teachers and students at the two different schools, and the respondents were chosen through availability and interest in participation. Before the interviews were conducted, the respondents were contacted by email. In the email, they received information about confidentiality and the purpose of the interview. Their consent was asked for and approved before the interviews. All interviews were conducted with individual respondents from separate locations via the video communication system “Zoom”. In order to engage and receive adequate answers from the respondents, we prepared a semi-structured interview in which the questions functioned as a guideline for the conversation. The questions asked contributed to conversations about motivation in English lessons during distance education and classroom-based pedagogy, digital tools and technology. Both interviewers were present during all interviews, which were recorded for the purpose of analysing the material afterwards.

When analysing the collected material from the interviews, Giorgi’s (1985) four-phase phenomenological method was used. In the phenomenological approach of analysis, the aim is to find the phenomena presented in people’s everyday life and actual situations. For example, if the researched area is ‘learning’, phenomena in an actual learning situation are analysed to be capable of understanding the perceived truth (Giorgi 1985, 8). In considering the phenomena presented in this analysis, the descriptions of learning, distance education, motivation, and digital education will be considered. For the reader’s understanding of this method, a short description will be presented below.

The first phase is called Sense of the Whole and is explained as a simple reading of the text or material in order to become acquainted with the content as a whole. (Giorgi 1985, 10). The next phase, which is called Discrimination of Meaning Units Within a Psychological Perspective and Focused on the Phenomenon Being Researched., is slightly more complicated.

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Here phenomena are found within broken-down units of the text or material in order to find the phenomenological approach. Information and phenomena not related to the purpose of the study are eliminated (Giorgi 1985, 11). The third phase, called Transformation of Subject’s Everyday Expressions into Psychological Language with Emphasis on the Phenomenon Being Investigated, translates everyday language captured in the material into a more appropriate language for research or studies similar to this one (Giorgi 1985, 17). Lastly, the fourth phase, Synthesis of Transformation Meaning Units into Consistent Statement of the Structure of Learning, involves the most complex phase of the four. Here, all the collected and transformed material is considered in order to combine them into a consistent statement of learning structure (Giorgi 1985, 19).

5. Result and Analysis

In this chapter, the result of the questionnaires and eight interviews will be presented separately as we aim to answer the first research question using the questionnaires, and the second research question by using the interviews. The research questions are as follows:

1.! In general, what contributes to students’ motivation for learning in the English classroom?

2.! In what ways can teachers sustain students motivation in the transfer from physical classroom to online mode?

The results from the questionnaires are analysed by examining the answers to each question in turn. In the interview section, each interview is first analysed individually for relevant themes. To ease the read, the themes follow a chronological order in the analysis. Lastly, the analysed interviews are considered together.

5.1 Questionnaires

The following section explores the respondents’ answers to the questionnaires. The answers to each question are dealt with in turn, and answers from both teachers’ and students’ questionnaires are combined.

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The results of the questions where the respondents answered using a linear scale are presented in diagrammatic form, while the questions where the respondents were asked to give an elaborated answer have been categorised according to Braun and Clarke’s thematic analysis model (2006).

The questionnaires were created and answered in Swedish to be able to receive as precise answers as possible. Thereby, some quotes from teachers and students have been translated from Swedish to English. When this occurs, it will be noted in brackets following the quote, for example, “The goal is to build a house. The teacher gives the students the tools, but the students have to build the actual house” (Teacher, translated).

The questions that demanded an answer using a linear scale were constructed as follows: answers 1 and 2 are labelled “disagree” and answers 4 and 5 are labelled “agree.” Answer 3 is judged to be an in-between-answer which does not give us a distinctive result and is, therefore, regarded as unreliable, and will not be analysed on a deeper level.

5.1.1 What motivates you to develop your English skills?/What do you think

motivates your students to develop their English skills?

When analysing both teachers’ and students’ answers, four distinct categories: “grades,” “future,” “communication,” and “lesson content/lesson execution.” were identified. Any incomplete answers were judged to be unreliable and categorised as “other”, and not analysed on a deeper level. ! Students! Teachers! Grades! 8! 1! Future! 9! 2! Communication! 18! 1! Lesson!content/lesson! execution! 3! 4! Other! 5! 0!

The most distinct answer to what motivates the students to develop their English skills and what teachers believe motivates their students to develop their English skills was ‘communication’. One student answered that:

Figure 1. Answers to question 2 (student questionnaire) What motivates you to develop your English skills? and question 2 (teacher questionnaire) What do you think motivates your students to develop their English skills?

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English is an international language, which means that it is the key to communication when abroad, or in companion with people who do not speak the same language (Student, translated).

This answer confirms what Skolverket presents in the curriculum for the English subject in upper secondary schools in Sweden, and which states that the education shall develop language skills and environmental knowledge with the purpose of using it in different situations and intentions (Skolverket 2011). As mentioned by Henry, Sundqvist and Thorsen (2019, 63), Swedish students often look forward to English lessons since the demand-level may be lower than in other school subjects. According to Henry, Sundqvist and Thorsen (2019, 63-64), Swedish students are among the most competent users of the English language compared to other students in Europe. One of the students said that they become motivated during English lessons because they “already know the language.” According to Henry, Sundqvist and Thorsen (2019, 64), English has a constant presence in Swedish students’ lives and is a part of their identity development. Henry, Sundqvist and Thorsen also argue that as a consequence of comments like this, teachers of English face unusual challenges in developing lesson content that can motivate students who may turn up for class feeling that there is little need to exert energy in learning (2019, 64).

5.1.2 More motivated to perform during English lessons due to varied

teaching/more motivated to perform during English lessons when the lessons

are similar.

In constructing this question, we were interested in finding out what students feel about what we refer to as ‘varied teaching’. By this, we mean lesson formats that include a range of different tasks and exercises. For example, one listening exercise might involve an audio-file where students listen to the pre-recorded text and answer questions. Another listening exercise can involve students telling each other stories and answering questions based on these stories.

The following four diagrams demonstrate that both students’ and teachers’ answers are consistent regarding the preference of varied teaching. 72 per cent of the students answered that they do become more motivated to learn during English lessons if the lessons vary. 88 per cent of the teachers answer that their students become more motivated to perform during English lessons if the lessons are varied.

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As can be seen from the diagrams, both students and teachers agree that the students become more motivated to perform during English lessons when the lessons are varied. From the reading of the literature, this was not an unexpected result. Mulvahill (2018) argues the importance of variety in education to keep the students’ interest. She states that if teachers know their students’ interests, they will also know how the students best will learn. By knowing this, teachers can design their lessons around these motivating factors. Also, Brewer and Burgess (2005, 8) state that teachers’ teaching methods should be varied in order to motivate the students during class. To motivate students, Brewer and Burgess argue that using a variety of teaching methods such as traditional lectures, creative activities, and cooperative assignments increase students’ motivation and raise students’ grades (Brewer and Burgess 2008, 29). The English subject can be associated with a variety of areas of interest, such as: entertainment, pop culture, or the internet. For students to have the “right attitudes” towards learning English, teachers must understand that “English means different things to different

Figure 2. Demonstrate answers to question 8 (student questionnaire) I become more motivated during English lessons when the

lessons are similar.

Figure 3. Demonstrate answer to question 8 (teacher questionnaire) My

students become more motivated during English lessons when the lessons are

similar.

Figure 4. Demonstrate answers to question 7 (student questionnaire) I become more motivated during English lessons due to

varied teaching. Figure 5. Demonstrate answers to

question 7 (teacher questionnaire) My students become more motivated during

English lessons when the lessons vary.

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people”. For example, some students associate English with video games while others associate English with social media (Richards 2015, 24). Although the diagrams above show differences in perception of motivation during English lessons; it would seem that most students prefer variety in their lesson. Richards argues that teachers who acknowledge students’ opinions and feelings regarding the English language are off to a better start than a teacher who ignores them (2015, 24). Connected to Richards, both Jungert (2014, 1) and Jenner (2004, 44) state that teachers should acknowledge students’ different opinions and perceptions on English language teaching.

5.1.3 Who is responsible for my/my students’ performance and motivation

during English lessons?

The chart below demonstrates that all teacher respondents believe that both teachers and students are responsible for the students’ performance and motivation during English lessons. In contrast, a quarter of the students believe that they are responsible for their performance and motivation. None of the respondents believed that the teacher alone is responsible for the students’ performance and motivation during English lessons.

! Students! Teachers!

The!student! 23,9%! 0%!

The!teacher! 0%! 0%!

Both!student!and!teacher! 80,4%! 100%!

In response to who is responsible for my/my student’s performance and motivation during English lessons, 23,9 per cent of the students answered that the students alone are responsible for their motivation. However, these results are not entirely correct since the data displays that 46 students answered the question, but the question received 48 answers. An assumption that can be made is that two students, instead of answering ‘both student and teacher,’ answered ‘the student’ and ‘both student and teacher’.

Nevertheless, 100 per cent of the teachers and circa 80 per cent of the students answered that both students and teachers are responsible for the students’ performance and motivation during English lessons. According to Jenner (2004, 18), motivation is first, and foremost personal treatment and not a question about quality, capacity or will power. Circa 24 per cent of the

Figure 6. Demonstrate answers to question 11 (student questionnaire) and question 11 (teacher questionnaire) Who is responsible for my/my students' performance and motivation during English lessons?

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students have not perceived that motivation and learning occur in a synergy between students and teachers. If this is indeed the case, it can perhaps be interpreted as a failure by the teacher to make it clear to the students that it is also their, (the teacher’s), responsibility to help motivate the students. Teachers must, according to Jenner, address students in such a way that they become motivated. He also argues that students have to comprehend that there must be cooperation between students and teachers and that it is not only the students who are responsible for their motivation (2004, 41-42). One of the teachers explained this by saying that “The goal is to build a house. The teacher gives the students the tools, but the students have to build the actual house” (Teacher, translated). Teachers have, according to Brewer and Burgess (2005, 7-8), a responsibility to motivate their students to attend class and to learn. However, Brewer and Burgess also state that it is vital that teachers know their students well enough to be able to know how to motivate them in an effective way (2005, 7). Lundahl (2019) explains that students’ interest in learning the English language can be developed by both formal and informal teaching. Teachers must, therefore, know their students’ interests from informal sources outside of school, for example, social media and video games, to motivate their formal sources in school. Consequently, the teacher must give the students the right tools and pieces of knowledge to be able to learn and prosper.

5.1.4 Elaborate and motivate your answer to the previous question.

When the respondents were asked to elaborate and motivate their answers to the previous question, we were able to divide their answers into four categories:

●! A supportive teacher makes the students perform better, which creates better results.

●! The students shall retain the will to learn while the teacher shall contribute with engaging pedagogy.

●! The collaboration between teachers and students is essential.

●! The students alone are responsible for their motivation.

Any answers that were incomplete were judged to be unreliable and categorised as “other”, and not analysed on a deeper level.

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! Students! Teachers! Supportive!teacher=!better!results! 9! 1! Students!will!and!teacher’s!contribution! 11! 4! Collaboration! 10! 3! Only!the!student! 7! 0! Other! 3! 0!

To the question above, the respondents were requested to elaborate and motivate their answer to the previous question. According to the respondents’ answers, three out of the four categories that we were able to identify concern the relationship between students and teachers. Thus, 30 out of 40 students consider that a positive relationship between the student and the teacher is essential. Jungert (2014, 4) argues the importance of allowing students to make independent and meaningful decisions and the importance of the teacher acknowledging students’ perspectives and feelings. That is something that creates a positive relationship between students and teachers. When teachers engage in their students’ learning in a supportive manner, they provide students with purposeful reasons to accomplish all sorts of school tasks (Jungert 2014, 4).

As mentioned earlier, all of the teachers answered that both students and teachers are responsible for the students’ performance and motivation during English lessons, and two out of the six teachers who answered this question answered: “it takes two to tango!” Jenner (2004, 24) argues that there is a difference in how to look at knowledge. Either it can be considered to be a product, something pre-packed to give the students, or knowledge can be seen as a process that the students are co-creating with the teacher. Therefore, the knowledge that is taught can either be prepared by the teacher, and the students will only witness the finished product, the lesson. Jenner (2004, 24) also argues that lessons can be developed in cooperation with the students to make them more involved in their teaching situation. According to Jungert (2014, 3), students should be supplied with the opportunity to develop, and with this opportunity they develop good relationships to teachers and other students, which in turn develops a desire to influence their learning. Jungert’s (2014, 3) requirements of opportunities correspond with the answers from both students and teachers. The students

Image 7. Demonstrate answers to question 12 (student questionnaire) and question 12 (teacher questionnaire) Elaborate and motivate your answer to the previous question.

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have equal responsibility, in terms of their motivation to develop and learn, as their teacher does. However, it is the most significant importance that teachers do involve their students in their education and pedagogy, so the students’ motivation continues to be stimulated.

5.2 Interviews

In the sections below, a summary of each interview carried out is presented. Each of the respondent’s interviews has been transcribed and themed with inspiration from Giorgi’s four-phase phenomenological method. The processed interviews will be presented individually for easier reading. Differences in length and number of themes presented vary between respondents since the interviews were conducted as conversations, and some respondents answered in greater depth than others.

Although we made it clear that each question was concerned with English lessons and teachers of English, all the students answered the questions without specifically mentioning the English subject, or their English teacher. This continued to occur even though we repeatedly asked the students to tell us about their English lessons- and English teachers. Therefore, we cannot state that they are indeed talking exclusively about the English lessons and their English teachers. However, we assume that their answers regard English even though they are not explicitly saying so. We will, therefore, not always specifically write “English lessons” and “English teachers” when the students are talking about these matters.

5.2.1 English teacher 1 (T1)

From the interview with T1, the following three themes: ‘Communication,’ ‘Time-consuming,’ and ‘Social aspects’ were identified.

T1 explained that communication with their students when teaching from a distance could be challenging. In an online classroom, T1 experienced that the students are asking fewer questions during lectures and briefings than they do in a physical classroom. T1 has informed their students about the possibility of staying in the online classroom after the finished lesson. They then have a chance to retrieve missed input and the opportunity to ask individual questions. Even with this possibility, student-teacher communication can be difficult.

Of course, there is always one in every crowd who enjoys flying under the radar, and it is easier to do that when you do not have them [the students] in front of you (T1).

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With larger groups, T1 believes that it is easier for these students to hide and be ‘forgotten’ when in online mode instead of a physical classroom. T1 explained that most students and teachers have adapted to the circumstances and are accepting the situation. At the same time, T1 mentioned that all individuals are different, and what works for one in a specific situation might not work for another. It is, therefore, important for the students to be seen and heard. T1 also expressed that being seen helps with the student’s motivation.

Another point made by T1 is that this sort of work, in the current situation, can be time-consuming. If a student needs extra help during an online lecture, they can stay in the online classroom, which takes time from the teacher’s schedule. Again, according to T1, the communication challenges are central and affect many aspects of the current educational situation. Social communication and contact are also something that T1 mentioned and misses. The social aspect of this situation reoccurs throughout the conversation, and T1 described the situation as the right solution in a drastic situation but preferably not something that will be used in a remote future.

5.2.2 English teacher 2 (T2)

From the interview with T2, the following four themes could be identified: ‘Availability,’ ‘Time-consuming,’ ‘Social aspects,’ and ‘Student health framers.’

The first difference T2 mentioned is that they are available around the clock now. Students contact them more frequently in evenings and during weekends, which is time-consuming. T2 has explained to their students that emails and messages will be answered during weekdays, and this seems to have been accepted by the students, according to T2.

The most challenging for T2 is to spot the weak and quiet students. It is easier to hide and be forgotten when teaching and learning online. T2 says that it is important to “see” all students.

I try to chat with them individually so that they do not feel that they need to ask questions in front of the whole group (T2).

T2 experienced interactions with students this way as more time-consuming because the students cannot be seen and, therefore, need individual contacts more frequently than in a physical classroom. T2 also explained that students who are graduating this summer and believe distance education to be challenging have “signed out” and do not attend the lessons as frequently as they did in the physical classroom. At the same time, T2 explained that students

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with low attendance in the physical classroom have a higher attendance when in online mode. T2 thinks it is easier for students with personal problems to attend a lesson that does not require them to leave home.

T2 mentioned that students at their school have admitted that they are bored at home and wish to come back to school. According to T2, the social aspect of attending a physical lesson is essential for the students’ motivation. Before, T2 could engage with unmotivated students and speak with them during lessons. When teaching in online mode, T2 finds it much harder to engage the students, and the main reason is that some students do not turn on their web-cameras.

T2 mentioned the resources that theschool health service (SHS) provides. Twice a month, the SHS gives each student a call to see if they need help with everything from internet-connections, laptop issues, and personal problems. The SHS also contacts all teachers to see if they can provide information about students in need of help or motivation.

5.2.3 Student 1 (S1)

From the interview with S1, the following four themes could be identified: ‘Communication,’ ‘Social aspects,’ ‘Availability’ and ‘Independence.’

S1’s main concern with distance studies reflects on the communicative and social aspects of education. According to S1, it is harder to communicate with the teacher during online lectures. It is typical for S1 not to bother to ask questions during online lectures because, according to them, it takes more time and interrupts the whole class more than it would have done in a physical classroom. S1 explained that they receive the help they need from teachers and other school personnel and understand that it is harder for them to reach out to the students when in online mode. S1 mentioned that aspects such as body language could be hard to read during distance education. Therefore, S1 thinks that students who are struggling with school work are more difficult to reach.

With the social aspect, friends and classmates are something that S1 misses. S1 explained the difficulties with accomplishing a sense of belonging and motivation through social connections when studying from home and mentioned that their primary source of motivation before online mode came from interesting tasks and seeing classmates working on their tasks or assignments.

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S1 mentioned that they have become more independent with their studies during this time and that they take assignments and tasks more seriously than in a physical classroom situation. They also feel freer to plan their own schedule and believe it will profit them in future studies and employment.

5.2.4 Student 2 (S2)

From the interview with S2, the following three themes could be identified: ‘Get help,’ ‘Time-consuming,’ and ‘Concentration.’

S2 explained that it took time to adapt to online mode. According to S2, it is more difficult to ask questions when in online mode, and S2 feels they are not getting the help they need. S2 mentioned that one is more exposed in an online lecture when all classmates are listening and their faces can be seen on their screens. According to S2, all the students tend to avoid asking questions and hide in the background instead. S2 also mentioned that it is more challenging to work on the given schedule without the help from a “physical teacher”, and that school days often tend to become longer than those at the physical school. According to S2, school days are much more time-consuming than they were before online mode. S2 explained that students need smaller assignments that are manageable from home without the teachers’ help.

Even if online education is more time-consuming, S2 feels that it is easier to concentrate on tasks and assignments when studying from home. At school, there are more distractions, and S2 explained that friends and the school environment often are distracting when working on a given task. At home, it is, according to S2, easier to take a break, restart assignments and there arefewer distractions.

5.2.5 Student 3 (S3)

From the interview with S3, the following four themes could be identified: ‘Time-consuming’, ‘Social aspects,’ ‘Motivation,’ and ‘Independence.’

S3 explained that it is more time-consuming to find the correct online classroom and teaching platform because not all teachers use the same online facilities and tools. S3 said that it would have been easier if all teachers used the same platform when teaching online. At the same time, S3 believes that online education is time-saving when it comes to transport to and from school.

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S3 explained that motivation comes with social interactions and that physical classrooms and the school atmosphere helps with their motivation. S3 explained that communication with teachers and between teachers is essential to help students keep motivated during online mode. Since online teaching is new to both teachers and students, S3 believes that the students are overwhelmed with assignments in all different subjects, which has caused a lack of motivation for them. S3 feels that they are receiving helpful support connected to the learning experience but explained the need for psychological support. S3 was graduating this summer and was looking forward to celebrations, but with the current situation, most events have been cancelled, and, as a result, S3 feels less motivated with their studies.

When studying from home, S3 finds it more distracting. Family members and other technological devices are close by and are intriguing to interact with. S3 also feels a certain freedom when studying from home, but with freedom comes responsibility. S3 explained that they are more disciplined and independent now than they were before online mode.

5.2.6 Student 4 (S4)

From the interview with S4, the following four themes could be identified: ‘Distractions,’ ‘Communication,’ ‘Social aspect,’ and ‘Responsibility.’

S4 explained that it is a complicated situation that both teachers and students have been put in and that it has been hard to adapt to this new situation. S4 said that it is more challenging to concentrate when studying from home. Siblings and technology are distracting for S4, but at the same time, S4 believes that the distractions from the classroom have been removed. S4 explained that basic communication is harder when studying from home. In the school environment, it was easy to stop a teacher in the corridor and ask a quick question. When learning in online mode, it is, according to S4, challenging to get their questions answered. S4 misses the social connections provided in a physical school environment from both friends and teachers. S4 believes that teachers are the ones who help with motivation, and without teachers in a physical school, the students are pressured to take on more responsibility for their studies.

5.2.7 Student 5 (S5)

From the interview with S5, the following four themes could be identified: ‘Distractions’, ‘Communication,’ ‘Social aspect,’ and ‘Responsibility.’

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S5 explained that there are many distractions when studying from home, for example, technical devices and family members.

I think it is because, in general, at home, you have so much other things that can disturb you. For example, your phone or your computer and parents and other stuff (S5).

S5 said that other than distractions, the main difference between studying in a physical classroom and in online mode is communication. S5 believes that before an online lecture, they need to prepare questions to ask the teacher since it is challenging to communicate with the teacher outside of the online lecture. S5 said that basic communication is more difficult and time-consuming compared to before the online mode. While studying in the physical classroom students could talk to teachers in the hallways, which S5 believed was more convenient. S5 believes that they must wait for answers from their teachers more now than before online mode, which they believe leave students with more responsibility. When studying from home, S5 feels that it is more difficult to plan their days because they study and live at the same location, and it is easier to lose track of time when studying from home.

S5 explained that motivation comes through social connections and friends at school. They believe that it is harder to become motivated when they are studying on their own.

Friends, supporting friends can be very helpful, especially at these times (S5).

In order to find a solution to staying motivated when studying from home, S5 tries to plan each day with scheduled tasks and assignments, and to contact their friends for support with their current assignments.

5.2.8 Student 6 (S6)

From the interview with S6, the following three themes could be identified: ‘Communication’, ‘Social aspect,’ and ‘Motivation.’

S6 explained that both teachers and students at their school had adapted well to the new circumstances and the online mode. S6 feels that they are receiving the help they require from teachers. During online mode, S6 perceives that the authority of the teachers is questioned.

They do their best, but I think that when they lose that face-to-face thing, that they can just see you in the hallway and ‘Oh yeah, I need to ask you that...’. When they lose that, they lose a lot of power and control over us (S6).

Figure

Figure 1. Answers to question 2 (student questionnaire) What motivates you to develop your English skills? and question 2 (teacher  questionnaire) What do you think motivates your students to develop their English skills?
Figure 2. Demonstrate answers to question 8  (student questionnaire) I become more  motivated during English lessons when the
Figure 6. Demonstrate answers to question 11 (student questionnaire) and question 11 (teacher questionnaire) Who is  responsible for my/my students' performance and motivation during English lessons?

References

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