Exploring Young Learners' English Learning Journey and Motivation in Deep Learning: An Autoethnographic Approach
DOI:
https://doi.org/10.30739/dej.v6i1.5458Keywords:
Young learners, deep learning, motivation, English education, dormitory program, autoethnographyAbstract
This autoethnographic study explores the English learning journey of young learners in a dormitory-based English program in Kampung Inggris, Indonesia. Drawing from personal experience managing the program, it analyzes how continuous motivation, mentor involvement, and stakeholder support contribute to young learners’ deep language acquisition and intercultural communicative competence. Utilizing autoethnographic narratives, observations, and informal interviews, this study highlights that dormitory immersion, structured activities, and emotional reinforcement are critical for maintaining motivation and facilitating deep learning. Findings suggest that holistic support systems empower learners to internalize language skills beyond rote learning, fostering autonomy and sustained enthusiasm for English. Implications for curriculum design and mentorship models are discussed.
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