Leveraging Situational Interest to Enhance Motivation and Engagement in Indonesian Primary EFL Classrooms
DOI:
https://doi.org/10.17507/tpls.1506.26Keywords:
situational interest, primary ELLs, interactive teaching, teacher-student relationships, contextual learningAbstract
Understanding factors that sustain students' interest is crucial for effective teaching strategies in student-centered learning. This study explores situational interest among Indonesian primary English language learners (ELLs) and its impact on motivation and engagement. Using mixed methods, data from 101 fifth-grade students (aged 10–11) were collected through classroom observations and reflective journals. Thematic analysis with NVIVO identified three key factors: interactive teaching methods, contextual material relevance, and supportive teacher-student relationships. A scoring rubric and narrative analysis deepened the understanding of students' learning experience, reflecting their interest, motivation, and engagement. Activities like games, group collaborative learning, discussions, multimedia-enhanced engagement, and real-life connections increased participation. Though gender did not determine overarching factors, preferences varied. Teachers played a vital role in fostering a positive learning environment. Findings emphasise the need for dynamic and innovative teaching strategies aligned with learners' interests to enhance engagement while meeting curriculum goals.
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