Modelling Factors Associated with Indonesian Fifth Graders’ English Learning Motivation and Task Engagement

This study examined the roles of teachers, peers and young learners’ (YLs) socio- economic status (SES) play from the children’s perspective. The theoretical background drew on self-determination theory and YLs’ language learning motivation. We collected data with a survey and analyzed them using structural equation modeling involving 598 fifth graders in Indonesia. The model tested direct and mediated relationships between YLs’ views of their teachers and peers and their SES (operationalized as parents’ educational background, occupation, and income) and task engagement and indirectly with motivation. The results showed that YLs’ perceptions of their teachers’ and peers’ roles significantly and strongly predicted their motivation, whereas their SES showed a significantly weaker relationship with motivation. Parents’ income and occupation, however, had a statistically nonsignificant relationship with the children’s motivation. YLs’ English learning motivation significantly and strongly predicted their engagement with English tasks. YLs’ views of their teachers and peers had a small, significant direct relationship with task engagement and a significant indirect relationship via motivation. Additional indirect relationships resulting from parental income, occupation, and educational background were positive but lacked statistical significance. In sum, we found that YLs’ perceptions of their teachers’ and peers’ roles, together with their SES, were positively associated with task engagement through their motivation. Teachers play key roles in creating supportive relationships and positive peer interactions, enhancing motivation and engagement. Extra support is needed for students from less privileged backgrounds.