Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives
Keywords:
Learning motivation, EFL Teachers, Reward, Punishment, Teaching strategy
Abstract
Purpose of the study: In implementing hybrid learning, both teacher and student can notice that there are some changes on students’ learning motivation. This research focuses on teachers’ strategy, rewards and punishments teaching strategy in enhancing students’ learning motivation. In addition, this research also aims to provide teachers’ perspectives about the use of rewards and punishments strategy to improve students’ motivation and efficiency as EFL learners during hybrid learning.
Methodology: Interviews in the class were used to gather the teachers’ perspectives and to see the on-site implementation of rewards-punishments strategy toward students’ learning motivation. Besides, the researchers also highlight the technology used by the teachers in their hybrid learning process
Main Findings: The results indicate that a balanced strategy by combining suitable motivational techniques with emerging technology can significantly enhance teachers' effectiveness and morale in a hybrid learning environment which can increase students’ learning motivation. Teachers’ supports in the form of positive feedback are also found to be beneficial to boost students’ confidence in learning English.
Novelty/Originality of this study: This research contributes to the ongoing conversation about improving students’ learning motivation and teachers’ teaching strategy in hybrid learning.
References
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[33] S. O’ Shea, C. Stone, and J. Delahunty, “‘I “feel” like I am at university even though I am online.’ Exploring how students narrate their engagement with higher education institutions in an online learning environment,” Distance Education, vol. 36, no. 1, pp. 41–58, Jan. 2015, doi: https://doi.org/10.1080/01587919.2015.1019970.
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[35] K. Daniel, Msafiri Mgambi Msambwa, F. Antony, and X. Wan, “Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning,” Computer applications in engineering education, vol. 32, no. 4, Mar. 2024, doi: https://doi.org/10.1002/cae.22733.
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[37] S. Sareen and S. Mandal, “Challenges of blended learning in higher education across global north-south: A systematic and integrative literature review,” Social Sciences & Humanities Open, vol. 10, pp. 101011–101011, Jan. 2024, doi: https://doi.org/10.1016/j.ssaho.2024.101011.
[38] K. D. Smith, “Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom,” Journal of Applied Research in Higher Education, vol. 13, no. 2, pp. 609–621, Jul. 2020, doi: https://doi.org/10.1108/jarhe-08-2019-0229.
[39] M.-H. Cho and Y. Cho, “Self-regulation in three types of online interaction: a scale development,” Distance Education, vol. 38, no. 1, pp. 70–83, Jan. 2017, doi: https://doi.org/10.1080/01587919.2017.1299563.
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[3] W. H. D. Ang et al., “Effectiveness of resilience interventions for higher education students: A meta-analysis and metaregression.,” Journal of Educational Psychology, vol. 114, no. 7, Feb. 2022, doi: https://doi.org/10.1037/edu0000719.
[4] S. Naidu, “Building resilience in education systems post-COVID-19,” Distance Education, vol. 42, no. 1, pp. 1–4, Jan. 2021, doi: https://doi.org/10.1080/01587919.2021.1885092.
[5] S. Hennessey et al., “Technology, Teacher Professional Development and Low- and Middle-Income Countries: Technical report on systematic mapping review,” Sep. 2021, doi: https://doi.org/10.53832/edtechhub.0047.
[6] T. Trust and J. Whalen, “Emergency remote teaching with technology during the COVID-19 pandemic: Using the whole teacher lens to examine educator’s experiences and insights,” Educational Media International, vol. 58, no. 2, pp. 1–16, Jun. 2021, doi: https://doi.org/10.1080/09523987.2021.1930479.
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[14] S. M. M. Hidayatulloh, “A Systematic Literature Review of Online Peer Feedback: Uncovering the Current Situation in EFL Setting,” SALEE: Study of Applied Linguistics and English Education, vol. 6, no. 1, pp. 39–54, Jan. 2025, doi: https://doi.org/10.35961/salee.v6i1.1614.
[15] C. Müller and T. Mildenberger, “Facilitating Flexible Learning by Replacing Classroom Time With an Online Learning Environment: A Systematic Review of Blended Learning in Higher Education,” Educational Research Review, vol. 34, no. 100394, p. 100394, Jun. 2021, doi: https://doi.org/10.1016/j.edurev.2021.100394.
[16] B. Niyomves, N. Kunacheva, and S. Sutadarat, “Hybrid Learning: A combination of face-to-face and online learning,” vol. 1, no. 3, pp. 11–20, Jun. 2024, doi: https://doi.org/10.60027/jelr.2024.673.
[17] R. Orji, Alaa Alslaity, and G. Chan, “Towards understanding the mechanism through which reward and punishment motivate or demotivate behaviours,” Behaviour & Information Technology, vol. 43, no. 6, pp. 1–25, Apr. 2023, doi: https://doi.org/10.1080/0144929x.2023.2196582.
[18] G. G. Bear, J. C. Slaughter, L. S. Mantz, and E. Farley-Ripple, “Rewards, Praise, and Punitive Consequences: Relations with Intrinsic and Extrinsic Motivation,” Teaching and Teacher Education, vol. 65, no. 65, pp. 10–20, Jul. 2017, doi: https://doi.org/10.1016/j.tate.2017.03.001.
[19] C. R. Kothari, “Research Methodology Methods & Techniques,” New Delhi New Age International Publisher. - References - Scientific Research Publishing,” Scirp.org, 2020. https://www.scirp.org/reference/referencespapers?referenceid=2854329 (accessed May. 09, 2025).
[20] V. A. Lambert and C. E. Lambert, “Qualitative descriptive research: An acceptable design,” Pacific Rim international journal of nursing research, 16(4), 255-256. Available: https://he02.tci-thaijo.org/index.php/PRIJNR/article/download/5805/5064
[21] D. Satori, and A. Komariah, “Metodologi Penelitian Kualitatif,” 2020, Alfabeta.
[22] S. Li, N. Marsaglia, C. Garth, J. Woodring, J. Clyne, and H. Childs, “Data Reduction Techniques for Simulation, Visualization and Data Analysis,” Computer Graphics Forum, vol. 37, no. 6, pp. 422–447, Mar. 2018, doi: https://doi.org/10.1111/cgf.13336.
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[24] V. P. Dennen, L. M. Bagdy, Ö. Arslan, H. Choi, and Z. Liu, “Supporting new online instructors and engaging remote learners during COVID-19: a distributed team teaching approach,” Journal of Research on Technology in Education, pp. 1–21, Jun. 2021, doi: https://doi.org/10.1080/15391523.2021.1924093.
[25] A. El-Soussi, “The shift from face-to-face to online teaching due to COVID-19: Its impact on higher education faculty’s professional identity,” International Journal of Educational Research Open, vol. 3, no. 3, p. 100139, 2022, doi: https://doi.org/10.1016/j.ijedro.2022.100139.
[26] D. Gudoniene et al., “Hybrid Teaching and Learning in Higher Education: A Systematic Literature Review,” Sustainability, vol. 17, no. 2, pp. 756–756, Jan. 2025, doi: https://doi.org/10.3390/su17020756.
[27] E. Acosta-Gonzaga and E. F. Ruiz-Ledesma, “Students’ Emotions and Engagement in the Emerging Hybrid Learning Environment during the COVID-19 Pandemic,” Sustainability, vol. 14, no. 16, p. 10236, Jan. 2022, doi: https://doi.org/10.3390/su141610236.
[28] B. D. A. Aprilianti J. Priyana, “Corrective Feedback for Young Learners,” The 5th International Conference on Linguistics and Language Teaching. 205-213. May. 2023
[29] S. Salarvand, M.-S. Mousavi, and M. Rahimi, “Communication and cooperation challenges in the online classroom in the COVID-19 era: a qualitative study,” BMC Medical Education, vol. 23, no. 1, Mar. 2023, doi: https://doi.org/10.1186/s12909-023-04189-1.
[30] L. Li, J. Johnson, W. Aarhus, and D. Shah, “Key factors in MOOC pedagogy based on NLP sentiment analysis of learner reviews: What makes a hit,” Computers & Education, p. 104354, Oct. 2021, doi: https://doi.org/10.1016/j.compedu.2021.104354.
[31] B. C. Collins, D. M. Browder, K. L. Haughney, C. Allison, and K. Fallon, “The Effects of a Computer-Aided Listening Comprehension Intervention on the Generalized Communication of Students With Autism Spectrum Disorder and Intellectual Disability,” Journal of Special Education Technology, vol. 34, no. 4, pp. 269–283, Mar. 2019, doi: https://doi.org/10.1177/0162643419832976.
[32] T. Muir, N. Milthorpe, C. Stone, J. Dyment, E. Freeman, and B. Hopwood, “Chronicling engagement: students’ experience of online learning over time,” Distance Education, vol. 40, no. 2, pp. 262–277, Apr. 2019, doi: https://doi.org/10.1080/01587919.2019.1600367.
[33] S. O’ Shea, C. Stone, and J. Delahunty, “‘I “feel” like I am at university even though I am online.’ Exploring how students narrate their engagement with higher education institutions in an online learning environment,” Distance Education, vol. 36, no. 1, pp. 41–58, Jan. 2015, doi: https://doi.org/10.1080/01587919.2015.1019970.
[34] N. Angrist, P. Bergman, and M. Matsheng, “School?s Out: Experimental Evidence on Limiting Learning Loss Using ?LowTech? in a Pandemic,” IZAInstitute of Labor Economics, 2020. doi: https://doi.org/10.2307/resrep61575.
[35] K. Daniel, Msafiri Mgambi Msambwa, F. Antony, and X. Wan, “Motivate students for better academic achievement: A systematic review of blended innovative teaching and its impact on learning,” Computer applications in engineering education, vol. 32, no. 4, Mar. 2024, doi: https://doi.org/10.1002/cae.22733.
[36] K. C. Li, B. T. M. Wong, R. Kwan, H. T. Chan, M. M. F. Wu, and S. K. S. Cheung, “Evaluation of Hybrid Learning and Teaching Practices: The Perspective of Academics,” Sustainability, vol. 15, no. 8, p. 6780, Jan. 2023, doi: https://doi.org/10.3390/su15086780.
[37] S. Sareen and S. Mandal, “Challenges of blended learning in higher education across global north-south: A systematic and integrative literature review,” Social Sciences & Humanities Open, vol. 10, pp. 101011–101011, Jan. 2024, doi: https://doi.org/10.1016/j.ssaho.2024.101011.
[38] K. D. Smith, “Is it face time or structure and accountability that matter? Moving from a flipped to a flipped/hybrid classroom,” Journal of Applied Research in Higher Education, vol. 13, no. 2, pp. 609–621, Jul. 2020, doi: https://doi.org/10.1108/jarhe-08-2019-0229.
[39] M.-H. Cho and Y. Cho, “Self-regulation in three types of online interaction: a scale development,” Distance Education, vol. 38, no. 1, pp. 70–83, Jan. 2017, doi: https://doi.org/10.1080/01587919.2017.1299563.
[40] M. G. Moore, “Three types of interaction,” American Journal of Distance Education, vol. 3, no. 2, pp. 1–7, Jan. 1989, doi: https://doi.org/10.1080/08923648909526659.
[41] G. V. D. Berg, “Context matters: Student experiences of interaction in open distance learning,” Turkish Online Journal of Distance Education, pp. 223–236, Oct. 2020, doi: https://doi.org/10.17718/tojde.803411.
[42] V. Garrels and P. Zemliansky, “Improving Student Engagement in Online Courses through Interactive and User-Centered Course Design: Practical Strategies.,” Nordic Journal of Digital Literacy, vol. 17, no. 2, pp. 112–122, Jun. 2022, doi: https://doi.org/10.18261/njdl.17.2.3.
[43] S. B. Ng, S. Wang, M. Li, and, J. S. Y. Chin, “Hybrid Learning during Covid-19 Pandemic- Lessons learned from Malaysia and China,” Environment-behaviour proceedings journal, vol. 9, no. 28, pp. 131–137, Mar. 2024, doi: https://doi.org/10.21834/e-bpj.v9i28.5912.
Published
2025-09-07
How to Cite
[1]
A. I. Febrianto and J. Priyana, “Reward and Punishment to Students’ Learning Motivation in Hybrid Learning: Digging Teachers’ Perspectives”, J. Bs. Edu. R, vol. 6, no. 3, Sep. 2025.
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