Turkish and Refugee Students’ Views on Their National Belonging

The purpose of this study is to determine Turkish and refugee middle school students’ views on their national belonging. The study employed the qualitative research approach aligned with the purpose; semi-structured interviews were conducted with Turkish and refugee students. Data were analyzed using the content analysis method. Results showed that the most important common features for national belonging of both Turkish and refugee students were the common language they spoke and the place they lived in and the difference of views regarding national belonging were in terms of discrimination. Regarding Turkish society’s expectations of them, both groups emphasized universal values such as being hardworking and being a good person, but their perceptions of serving the state differed. As for what Turkish and refugee students should do for this society, Turkish students believed that they should be hardworking and refugee students thought that they should be good people. It can be said that the differences of opinion between Turkish students and refugee students who migrated to Turkey would decrease if both groups came together on the subject of universal values.

Introduction
One of the sine qua non of a society is that the individuals living in that society materially and spiritually feel connected to the current administrative system and to the people they live with. Societies' peace increases when the individuals they host feel a belonging to the country and society they live in and show these feelings by their behavior in the society. Social integration is the basis of social belonging. From birth, the individual acquires and adopts material and spiritual values owned by that society which shapes his/her behavior accordingly; however, while individuals fulfi ll the responsibilities the society imposes on them, they wish also society to meet their expectations. This situation realizes social integration as a product of social interaction (Aksan & Alptekin, 2009); whereas, there is an understanding of social justice in social integration's basis of state dimension (Öztürk, 2015). Thus, individuals who make up the society act for the benefi t of society, regardless of their distinctive characteristics. From this point of view, there is no doubt that the belonging of individuals realizes both political integrations with the state and social integration with society.
National belonging refers to an individual feeling comfortable in the society he/she lives in (May, 2011). The individual's peace in society is closely associated with his/her material and spiritual values being met. The adaptation and acceptance of the individual in terms of both the place he/she lives in and the social environment he/she communicates with is possible by meeting some of his/her legal, economic, and socio-cultural needs and expectations. A basic condition of national belonging, which is defi ned also as local integration by Fielden (2008), can be considered as the individual using the rights granted to him/her by the state in a wide range of the society he/she lives in. In addition, having a livelihood and living standard at a level that an individual can sustain his/her life economically and socially, and living his/ her life without being subjected to ostracization or discrimination because of any identity characteristics (ethnic, religious, gender, etc.) are an indispensable part of national belonging.

National Belonging and Social Studies
The idea that the development of identity and a sense of belonging along this line starts from the early adolescence period (10 years old) was introduced by Erikson (1968). According to the psycho-social perspective developed by Erikson, the individual attains some new competencies in this period but also shoulders new responsibilities. Moreover, from this period onwards, the individual tends to realize his/her living habits as a part of the life habits of the society and thus begins to feel the dominant culture of the society in his/her lifestyle. Thus, the individual who starts to discover his/her identity and to know himself/herself tends to accept both himself/herself and society (Erikson, 1968 ;Miller, 1993cited in Atak, 2011. School is one of the most effective institutions in this very important period in an individual's life. Defi ning school as the place where the spirit of common life takes place, Dewey (1916) put the school at the center of society and referred to this institution as the place that transfers the "mode of associated living" and the "spirit of unity" to future generations (Journell, 2011). Hence, when national, historical, and cultural unity, rights and responsibilities, and economic shares are considered elements of national identity (Smith, 1988cited in Yıldız, 2007, there is no doubt that student identity development occurs in schools, especially in Social Studies. In fact, among other courses, Social Studies has the content emphasizing social unity and social solidarity the most. While emphasizing the importance of social, cultural, and historical ties in terms of the formation of social unity, the Social Studies course also gives importance to being respectful towards individuals with special needs, different socio-economic groups, or with different ethnic, religious, and sectarian identities (MEB, 2018). Thus, it will be positively contributing to people with differences achieving emotional sharing and belonging with the members of this society. Considered in this context, national belonging should be an issue that should be dwelled on in terms of all members of the society. This reveals the importance of schools. Based on the pre-acceptance of "school" as the social environment that the individual fi rst meets, the adaptation level of the individual in the school environment will shed a light on his/her future life. For this reason, the problems of students who have adaptation problems should be solved during the education process. In this study, the question needs to will be answered: What are the views of Turkish and refugee students on their national belonging?

Methodology
In this study, phenomenology as an approach to qualitative research was employed. In phenomenology, it is essential to determine how individuals forming a group or a community interpret the events in their environment based on their own experiences. The researcher tries to reveal the subjective interpretations of individuals about an objective reality in the world (Mertens, 2019).

Study Group
In the study, a total of 24 students, 12 Turkish and 12 refugee students were interviewed. The demographic characteristics of these students are shown in Table  1: According to Table 1, 6 (50%) of the 12 Turkish students participating in the study are female students and 6 (50%) are male students. 3 (25%) students from each grade level are included in the study. Of the 14 refugee students includes in the study, 10 (72%) are female, and 4 (28%) are male. Of these refugee students, 2 (14%) are 5th-grade students, 4 (28%) are 6th-grade students, 4 (28%) are 7thgrade student, and 4 (28%) are 8th-grade students. 7 (50%) of the refugee students are Syrian, 5 (36%) are Iranian and 2 (14%) are Iraqi.

Data Collection Tools
Semi-structured interviews were used to get information on both Turkish and refugee students' views on their national belonging. Three fi eld experts' opinions on the scale dimensions and questions were asked. In line with the feedback from the experts, some revisions were made to the interview guide. Although alternative questions were asked to detail students' views during the semi-structured interview, the students' views were evaluated under three different question headings. These questions are aimed at determining their views on the causality of their national belonging in this country, what this society expects from them and what they should do for this society.
In the study, the focus group interview method was employed. In focus group interviews, individuals with certain characteristics express their views on a common topic (Anderson, 1990, cited in Dilshad andLatif, 2013).In this process, even if the interviewers hear what each other said, not all individuals can be expected to agree on the subject. However, interviewers can contribute to each other's interpretation. The purpose of this method is to get qualifi ed data by expanding the participants' perspectives on events within the group (Patton, 2002cited in Merriam, 2013. Interviews were conducted with the volunteering Turkish students from all grades in groups of three, taking the gender variable into account. Regarding the refugee students, the school administration was contacted and information was obtained about the refugee students who knew Turkish well and could express themselves well. Face-to-face interviews were also held with these refugee student groups determined by the school administration. The interviews with the student groups were conducted in a quiet environment that would be appropriate for the interview provided by the school administration. The student groups were informed before the interview, and the interviews were recorded with the student's permission. After getting the verbal data, these sound recordings were listened to and transformed into text.

Data Analysis
The data collected from the focus group interviews were analyzed using content analysis. The variety and frequency of the messages obtained from the interviews are important in content analysis. In content analysis, qualitative data was encrypted for Turkish students as TS1, TS2… and for refugee students as RS1, RS2…. By defi ning the participant opinions as codes in the integrity of meaning and logic the data were processed. Categories and themes were created that consider the relationship between the codes. It was ensured that the categories and themes were that to fi t for purpose and meaningful way homogeneous, distinctive, objective, and holistic. The codes produced to compare the frequency of opinions of Turkish and refugee students, the categories created by taking these codes into account, and the percentage and frequency values of the relevant themes were calculated.

Findings
In this section, where Turkish and refugee students' discourse on the causality and results of their national belonging is addressed, fi rst, the frequencies and percentages about how much they feel themselves belong to this society are presented (Table, 2). According to Table 2, while all Turkish students felt belonged to this society, only seven of the refugee students felt they belong to this society. Six of the refugee students partially felt they belong to this society, whereas one of them did not. The themes regarding the causality of belonging to this society formed by Turkish and refugee students are as follows: One of the factors that positively affected the national belonging of both Turkish and refugee students most was the native language for Turkish students and "Turkish" for the refugee students. The statements of Turkish and refugee students regarding this issue are as follows: Another factor that positively affected the national belonging of both Turkish and refugee students the most was related to their time in this country. Turkish students stated "being born in this country" and refugee students stated "living in this country for a long time" as a positive factor affecting their belonging. The statements of the students about this are as follows: Other factors that positively affected the national belonging of both Turkish and refugee students differed from each other in terms of content. While being valued appeared to be a positive factor for the Turkish students, being treated well appeared to be a positive factor for the refugee students.

Ugurlu
The student quotations are as follows: TS10: The reason I feel a belonging to this society is that I am being valued. For example, when we go to a hospital, doctors check us carefully rather than send to back because we are future of this state … RS14: I never feel like a stranger with them. They treat me the same way they treat each other ... Table 3, other characteristics that Turkish students prioritized as factors positively affecting their national belonging were sacrifi ces made by their ancestors (N=4), having lineage unity (N=2), having cultural unity (N=2), having religious unity (N=1), having historical unity (N=1), feeling comfortable (N=1), having a social circle (N=1), and having relatives here (N=1). Turkish students' views on these issues are as follows: TS11: I feel like I belong to this country more when I think about how our ancestors shed blood for us or that it is because of them that we are now in this position.

TS5: Our lineage is based on this society because we are Turkish with our blood and everything.
While listing the results of belonging, refugee students referred to Turkey being a Muslim country (N=6) the most, but did not make detailed sentences about this characteristic. In addition, having a social circle (N=4), being helped (N=3), feeling comfortable (N=3), feeling safe (N=2), having relatives here (N=2), appreciating the system of government (N=2), and being free (N=1) were also revealed as other positive factors. Below are a few quotations from their statements on these issues: For Turkish and refugee students, the factor that negatively affected their national belonging is been discrimination. Discrimination was expressed in terms of ethnic discrimination, sexism, and classism for Turkish students, and only in terms of ethnic discrimination for refugee students. Turkish and refugee students' statements refl ecting their views are as follows: TS1:There is discrimination. I think they discriminate a lot against foreigners. They say like "You are from another country, go to your country. What are you doing in our country?".

I don't know if anyone hasn't experienced …
RS6:… When they don't know that me a foreigner that everybody behave normal . Some of them change when they learn me. This is like this, sometimes at school, sometimes outside.
Furthermore, while Turkish students did not refer to any other factors negatively affecting their belonging, refugee students referred to Turkish not being their native language (N=2), their longing for their homeland (N=2), Turkey not being their homeland (N=1), not having relatives in this country (N=1), cultural differences with Turkish people (N=1) and not being a legal citizen of this country (N=1). The statements of the refugee students are as follows:

RS7:
Because we don't know the Turkish. Because we have no one here. All our relatives live there. Since I haven't been here before, I cannot feel myself belong here.  Table 4, there are most important two categories that are related to expectations of society from them that are created from Turkish and refugee students' discourse. One of them is 'to be hardworking' and the other is 'to be a good person'. In addition, the students stated other expectations of Turkish society. The statements of Turkish and refugee students regarding these fi ndings are as follows:

RS2: Because I haven't received my identity card yet. If I have Turkish citizenship, I would feel more belonging.
TS5: They want us to work, to be very good people for our country… They want us to be world-famous people and make new inventions. The interviews revealed that the refugee students also expressed negative expectations that society had for them. These statements are listed below:

RS5: Some want us to go … They want us to go because some Syrians behave badly …
RS12: They don't expect anything from us. Our classmates say this to our faces. Like, "you are a foreigner", "you are nothing". Turkish (N=4) and refugee (N=4) students also expressed respect for the people of this society and the values of this society. However, it is understood that the students look at this issue from different perspectives. The statements of Turkish and refugee students regarding this issue are shared below: TS12: But I think they are not respectful to the values of Turkish society. Because they sometimes say, "Turkey gave us just the home. They just helped us. There is no other possibility". I don't think so. We may have given them more than other countries. They couldn't go to other countries and we embraced them …

RS13: … Well, if I am in this country, I sing the anthem of that country because I live in that country. For example, I can't read my country's anthem here because I live here. I bought a Turkish fl ag the other day and hung it in my room. Then a Turkish friend came and asked, "Why are you hanging our fl ag in your room?" I said, "I am also living in Turkey. Why wouldn't I?"
In their other statements, Turkish students emphasized being helpful (N=3), being honest (N=2), fulfi lling responsibilities (N=1), obeying society's rules (N=1), being respectful of the values of Turkish society (N=1), not discriminating (N=1) and being an exemplary person (N=1). Refugee students, on the other hand, expressed the issues of not breaking heart (N=1), acting humanely (N=1), being environmentalist (N=1), and not discriminating (N=1). Statements regarding these are given below:

Discussion
One of the most important indicators of the strength of belonging of Turkish and refugee students in the study was being able to speak the native language of Turkish students and being able to talk the common language of Turkish society -Turkish-for refugee students a good level. Native language has a great role in Ugurlu individuals' having a feeling of belonging to the society they live in (Turcotte, 2006). The fi ndings of the study conducted by Sopio (2018) are also in this direction. The study revealed that one of the most important reasons for the participants of developing their sense of belonging and their commitment to their own culture is the native language. In addition, Naidu (2014) expressed that the native language is one of the most important parameters of identity and belonging and stated that the continuity of the sense of belonging in societies can be realized via the native language. It is thus evident that the mother tongue is a means of social cohesion and reconciliation for Turkish students. As for refugee students, as their language profi ciency increases, their integration with the host society also increases, which reveals the importance of the common language or mother tongue spoken in the community for the host society. Indeed, it is a fact that refugees' language defi ciencies are one of the reasons why they are not accepted by the host society (Masri & Abu-Ayyash, 2020).
In the study, another common denominator of students belonging is 'place' which was where they were born for Turkish students and they 'lived for a while' for the refugee students emphasized. If so, spatial belonging to a place does not come about simply by strengthening the offi cial bond with that state. Today, individuals strengthen their identity not only by having the citizenship of the country they were born in but also by revealing different identity characteristics (ethnic identity, religion, language, etc.) (Özbek & Engindeniz Şahan, 2016). While the concept of citizenship in individuals' minds is systematically taught through education, it can also show an unconscious development infl uenced by the political and sociocultural environments in which they live (Kesik & Taş, 2020).
It is important that students in both groups also emphasized social acceptance. While Turkish students express this as the value given to them, refugee students associate the realization of their social acceptance with the good behavior they encounter in their social environment. The individual's sense of belonging to any community is closely related to his social acceptance. This feeling strengthens the individual's communication with the social environment and meets the psychological need for him to feel peaceful and safe in his environment (Maslow 1970;Ryan & Deci, 2004cited in Peter, Peter & Catapan, 2015. Another important point in the study is the difference that emerged regarding the level of religious beliefs of Turkish and refugee students affecting their belonging. While Turkish students brought religion very little to the forefront as an element binding them to this society, the refugee students paid more attention to this phenomenon. In general, collective worship and rituals performed within the framework of religious beliefs and individuals' religious orientations allow individuals to feel belonging to a common group and to perform the socialization process in this direction (Aydın, 2011). However, the fact that the effect of religion on belonging is not highlighted by both Turkish and refugee students but is expressed more by refugee students may be to prevent ethnic discrimination by emphasizing "religion" in terms of their identity characteristics in the host society. Finke et al. (2017) also stated that there is an increasing amount of research on minorities who suffer from religious discrimination. If so, it is clear that refugee students consider their shared religious identity with the host community as an advantage for them.
The most important factor weakening the belonging of both Turkish and refugee students is 'discrimination'. While Turkish students mentioned discrimination in terms of socio-economic aspects and gender-based inequality, refugee students mentioned ethnic discrimination against them. It is natural for every individual to talk about discrimination based on the socioeconomic level experienced in society. It is possible to see in every society that people marginalize each other according to their income levels. Peterman (2018) mentions that the economic inequality experienced in American society in recent years is the cause of many academic studies on class and classism. There was a wave of research conducted on class and classism in American society as economic inequality increased. Also, Whiteman (2014) argued that one of the most urgent human rights development problems of the 21st century is socio-economic inequality. Socio-economic inequality brings with it inequality of opportunity. Thus, failure to access services for the most basic rights such as nutrition, health, and education due to income inequality may create a perception of discrimination against refugee students. Ethnic discrimination expressed by refugee students in the study is another important dimension. It is diffi cult for individuals who were not born in this country, who cannot share a common language and culture with the people of this society, to be accepted by this society. It is also diffi cult for these individuals to have a strong sense of belonging. In the literature, Bergman et al. (2007) associated ethnic discrimination with prejudice and nepotism among groups. Arai and Nekby (2007) defi ned discrimination as feeling uncomfortable with another group and preferring one's group. Discomfort toward different ethnic Ugurlu groups among students can directly affect them. Indeed, Fisher et al. (2000) and Greene et al. (2006) (as cited in Benner et al., 2018) also draw attention to the fact that the ethnic discrimination-based behaviors faced by refugee students can cause them to lose their self-confi dence and fall into depression. Discrimination based on gender inequality expressed by Turkish students is also a situation where belonging can be negatively affected. The discourse of a student is in parallel with the literature. Pokharel (2008) emphasized that although gender inequality is a worldwide problem, it can be encountered at different levels in every society and culture and mentioned that gender discrimination limits women's freedom and participation in society. Another researcher who argued that gender discrimination is a problem preventing women's participation in economic, political, and social life is Paksoy (2016). While Paksoy (2016) acknowledged that this discrimination differs from culture to culture, he stated that industrialized societies lead to positive changes in the roles of women and they create awareness about women participating in business life can fi ght against inequality as well as their working conditions and income levels.
The most important result of the study regarding what the Turkish society expects from both Turkish and refugee students was focused on the themes of being hardworking and being a good person and citizen, which can be described as universal values. It is gratifying that the students in the study group have this awareness. Because society needs its member fulfi lls /her responsibilities toward the family, to society, and to the state to have a strong social relationship, has mentalthinking skills (such as problem-solving, decision making, logic/reasoning), and does not leave for goodness and honesty (Gezer, 2020). Another striking result of the study is that compared to refugee students Turkish students had a higher perception that this society's expectation of them was to serve this country. It is possible to explain this situation with the strength of Turkish students' belonging. The important thing in a person's belonging is to feel valued and accepted by that group and to make sacrifi ces for the group. These factors are shaped by the feeling that the group that the individual is in has such an expectation from him or her (McMillan & Chavis, 1986). Therefore, the desire of Turkish students to work for this country as a result of their belonging arouses the feeling that society also has such an expectation of them.

Conclusion and Recommendations
Turkish and refugee students' views on what to do for society were obtained. As stated before, the identifi cation of individuals with a group is the result of mutual interaction. Just as the individual shapes the expectations of the group he or she feels to belong to with the behaviors he or she is willing to do, the individual also carries out his or her behaviors to meet the group's expectations of him or her. From this point of view, there are considerable differences in Turkish and refugee students' perspectives. When asked what they should do for Turkish society, two-thirds of Turkish students emphasized that the country should work for progress in the fi elds of health, economy, and technology, the same proportion of refugee students stated that they should exhibit good behavior for social reconciliation. This is because students want to crown their rationale for the causality of their national belonging by fulfi lling their responsibilities. An individual of the host society, who does not have any concerns about legal status or social acceptance, may see it as a goal for himself to take his country one step further in a more idealistic way. However, the life habit adopted by an immigrant whose priority is not to be excluded or discriminated against by the host society and thus to live peacefully in that society is directed towards 'he should behave in the same way he expects to be treated'.
As a result, an individual's sense of belonging to a country is shaped by questioning his or her presence in that country. The sense of belonging is revealed by elements such as the character traits, life habits, and behavior styles of individuals. It is useful to assess individuals' level of belonging by considering their individualistic differences. However, societies from the individuals they host expect that they have a high level of belonging to ensure the continuity of their existence. In this study, migration, which is one of the variables deeply affecting individuals' sense of belonging, is the focal point, and Turkish and refugee students' views on their belonging to Turkish society were determined. The fi ndings showed that the importance of education should be emphasized. Schools are one of the most effective institutions in preparing individuals for social life. Educational activities carried out in a planned and programmed manner in schools are equipped with objectives that will directly meet the expectations of society. As such, schools have functionality that prepares Turkish students for social life and refugee students for social integration as well as social life. This function of schools is carried out by both the curricula with clear learning objectives and the implicit programs of the schools. Apart from the implicit program, the most effective teaching program in Ugurlu terms of socialization is the Social Studies Curriculum (Ocak, Yazıcıoğlu, & Yıldız, 2010;Sandahl, 2015). The knowledge, skills, attitudes, and values that students attain within the scope of the Social Studies course enable them to realize national unity and solidarity by displaying a democratic perspective. Therefore, if the students have the attitudes and behaviors that will ensure social integration such as equality, respect for differences, and adherence to universal values, this course will achieve its goal.


s2fieldsofstudy: Education Linguistics

text:
Students’ Instrumental and Integrative Motivation in Learning English as A Foreign Language in Indonesia

English as one of the most appealing subjects for student at university, especially in Indonesia. Over the decade English is the subject that many students want to be mastered it. To achieved it, student need to learn English as the way they need it for specific goals. One of the aspects to reach the goal in learning English is motivation. Motivation has been broadly accepted by both teachers and researchers as one of the most significant factors that influence and affect the rate and success of foreign language learning. Because teaching and learning English is not only the cognitive aspects on its but also there is psychology aspect how maintain the point of view in every student how to be achieved new material as the language input that is very different with their native language. Inspired by such resume above, the study on which the present article is based aimed to investigate and to knowing kind of motivation such as instrumental and integrative motivation for student who learn English as a foreign language in Indonesia. A quantitative and qualitative analysis of the responses to a questionnaire of 50 students at university, it sought to examine the relative importance of motivational variables as theorised in the field of second language motivation. It also aimed to go further, by considering the kinds of motivation on its’. This study has gained pertinent insights on the information regarding the type and level of motivation that influence students the most. The discussions and the result is that majority of the students are integratively motivated. There is a need to motivate the students more integratively also instrumentally.

INTRODUCTION
One of the appealing aspects in teaching and learning especially in English is motivation. It can promote student to achieve their goal in teaching and learning English as the domain inferential psychology aspect. Motivation has been broadly accepted by both teachers and researchers as one of the most significant factors that influence and affect the rate and success of foreign language learning (Choubsaz, 2014). Because teaching and learning English is not only the cognitive aspects on its but also there is psychology aspect how maintain the point of view in every student how to achieve new material as the language input that is very different with their native language. As in Indonesia English as a foreign language that every student needs to know and mastered it. Motivation plays a vital role in language learning without which even gifted individuals cannot accomplish long-term goals. There have been many motivational aspects that inferred the function of its' in developing the cognitive aspect of the student especially in learning a foreign language such English.
Each of motivation refers to partial aspects of psychology of it and not embracing all its components. as defined by Gardner (1982), is composed of three elements; effort (the time spent studying and the drive of the learner), desire (the yearning to become proficient in the language) and affect (the emotional reactions of the learning towards studying).
Every student learns in their psychology aspect form in their behaviour and emotions on its' development. Student feels enjoy in learning such as learning foreign language while they motivated with their emotion and psychology aspects on its'.
They deny all the negative aspects while achieved a new input in foreign language if they get a motivation aspect that support their needs. It almost goes without saying that good language learners are motivated (Ushioda, 2008, p.19).
Moreover, majority of the student who learn English are moderately or even strongly motivated to learn English and they feel no anxious of its' (Liu, 2011). It can see that student are needed to get a motivation as the aspect psychological in their developmental of it cognitive aspect such as in learning English. If they motivated in learning English. They can accept all the input in tendencies of the development of their linguistic aspects. They can create a strongly interaction and interest in foreign language with their capability in interacting and collaborating with a new language and new culture through a language.
Thus, English programs in Asian countries are being rapidly introduced and it is becoming more critical to examine closely, from multiple perspectives, the contents and contexts of English programs, linguistic accomplishments, and affective factors in learning English as a foreign language (EFL). We should pay attention to motivation, referring to "the process whereby goal-directed activity is instigated and sustained" (Pintrich and Schunk, 2002, p. 5) because "motivation can predict important academic outcomes like performance and persistence" (Ratelle et al., 2004: 743). The present study will especially focus on intrinsic motivation, referring to "motivation to engage in an activity for its own sake" (Pintrich and Schunk, 2002, p. 245). Intrinsic motivation is one of the most important factors in educational settings.
Another resume believed that motivation plays a significant role in language learning success (Gardner, 1985), especially where English is taught as a foreign language in Indonesia. It is difficult for students to master the language, as authentic language input may not exist beyond the classroom. Under such circumstances, the learning motivation of student is particularly important towards the mastering of English language. The relationship between learning and motivation is inseparable, motivation can promote learning and learning can produce motivation again (Ausubel, 1968).
Inspired by such resume above, the study on which the present article is based aimed to investigate and to knowing kind of motivation such as instrumental and integrative motivation for student who learn English as a foreign language in Indonesia. A quantitative and qualitative analysis of the responses to a questionnaire of 50 students at university, it sought to examine the relative importance of motivational variables as theorised in the field of second language motivation. It also aimed to go further, by considering the kinds of motivation on its'.
Motivation is a complicated psychological process that cannot be precisely defined. It is often related to an internal need and behaviour that push people towards gaining their goals (Melendy, 2008). Based on this statement, it explains why some employees and children perform better and are more efficient in their jobs or homework, paying more attention and persistency, while others are not. This variable is also crucial in any learning process, including English language learning (Angelica, 2011). As such, how do we define the term "Motivation", so that we may have a clearer understanding? Kea (2008)  Motivation is related to a person's behaviors that include decision making of doing something, duration of doing it and how much effort will they put in it ). Some view it as an internal drive that stimulates a person to perform certain action. If we have a specific goal that we desire, feel worth of doing it and try hard to reach the goal, then we can define these endeavours as action driven by motivation (Harmer, 1991). Williams and Burden (1997) defined motivation as a particular condition of cognitive and emotion arousal, which relate to conscious decision making and action, sustainability of physical effort through a period of the time towards a preset goal.
Motivation is a process that cannot be observed directly, but can be inferred by behaviours, such as effort, persistence, and verbalisation. It involves goals that drive the direction and action, physical or mental activity that guide towards attaining goals.
To put it in short, motivation is a process whereby goal-directed activity is sustained (Pintrich, 1996). There are two types of language learning motivation, which is instrumental motivation and integrative motivation (Gardner & Lambert, 1972).
Learners with an instrumental motivation want to learn a language because of a practical reason such as getting a job promotion or getting into university. Whereas learners with integrative motivation want to learn the language so that they can better understand and get to know the people who speak that language.
Furthermore, Dörnyei (1998) says that motivation determines human behaviour and gives direction to achieve it. He lists motivational components that are categorized into three main dimensions. They are the language level, the learner level and the learning situation level. Keller (1983) and Crookes and Schmidt (1991) operationalized motivation into four dimensions, (1) intrinsic interest covering the learner's personal needs, values or goals, (2) expectancy of success and satisfaction in the outcome of an activity and the associated intrinsic and extrinsic rewards, (3) teacher specific motivational components in relation to the teacher's behaviour, and personality and teaching style, and including the affiliative motive to please the teacher, authority type (authoritarian or democratic teaching style) and direct socialisation of student motivation (modelling, task presentation, and feedback), and finally (4) group-specific motivational components related to the group dynamics of the learner group including goal-oriented ness, the norm and rewards system and classroom goal structure (competitive, cooperative or individualistic). Instrumental motivation is related to learners' practical needs, such as to find a good job, or to have a high income Lambert, 1959, 1972). Whereas intrinsically motivated learners want to achieve a goal for their own satisfaction, instrumental motivation is used as a tool and order to achieve something else. Gardner et al. (1983) defined instrumental motivation as "Learning for perceived utility". Learners of such type learn another language with the purpose of some pragmatic gains, instead of social implication with the target language community (Gardner, 2010).
These instrumental goals might increase the social status or self-image better careers and business opportunities, to further study or meet the requirements of school, reading technical materials or translation, etcetera (Saville, 2006).
Instrumentally motivated learners perform mainly for the attainment of external rewards, such as appraisal, personal fulfilment status or power. Hence, it can be considered that instrumentally motivated learners' desire to learn the second language is aligned to accomplish some non-interpersonal purposes.
According to Gardner (2001), integrative motivation plays a major role in successful language learning where the learners' attitudes toward second language are positive, they easily become a part of L2 culture Lambert, 1959, 1972). Integrative motivation to refer to language learning for personal growth and cultural enrichment, that is the learner desires to learn a language to integrate successfully into the target language community; instrumental motivation is regarded motivation as arising out of a need to learn the L2 for functional or external reasons.
These include the achievement of goals, utilitarian purposes for learning such as passing exams, financial rewards, furthering a career or gaining promotion.
Integrative motivation as defined by Brown's (1994) is where learners have the desire to integrate into the target language community, culture and become part of that society. Learners learn the second language because they wish to socialise or participate in the target language group (Saville, 2006). Masgoret and Gardner (2003) classified integratively motivated learners as being open to other language communities, plus having positive and favourable attitudes throughout the learning process. Furthermore, integratively motivated learners tend to have more persistence in their learning, especially when they encounter challenges or difficult tasks. This is because they have internalised their motive of learning into their self-value system, which explain why integratively motivated learners put more effort into their learning and obtain greater achievements in second language acquisition, Wang (2008). Gardner (1985) suggested that integrative motivation supersedes instrumental motivation, because integrative motivation involves attitudinal factors and goal orientated behaviours, which are important to second language learning process.
However,  refuted that integrative and instrumental motivation are not on the opposite aspect, it is more like two sides of a coin. Both are positively related and contribute to the achievement of language learning. Wan-er (2008) also claimed that, when instrumental motivation and integrative motivation are used together in a language study, it creates more positive results for the learners.
The aim of this study was to identify and analyse whether instrumental or integrative motivation plays a more important role for students towards English language learning. Furthermore, to know what kinds of students' motivation is the most related in their learning English as a foreign language in Indonesia.
The significance of this study was to gather information and outcomes that are beneficial to teachers or educators who teach at English at University, by highlighting to on the types of motivation and challenges faced by students towards English language learning. The findings will also assist teachers to make improvement in the teaching plans and instructions, thus designing more suitable approaches in teaching the English language. Furthermore, the findings of this study will be of significance to researchers, ESL/EFL teachers and learners, and course designers too.
This study may have some limitation. Firstly, it is a small scales study that covers only Tulungagung area, with all participants coming from the same University.
As such the results obtained could not be generalised, as the sample size selected could not exemplify the entire populations at large. Secondly, this study is also restricted to knowing what students' instrumental and integrative motivation towards English language learning only. Lastly, there may be possible biases in the data collection and interpretation, due to subjectivity and cultural background of the researcher. However, these study's findings will still be valuable to those English teachers teaching in Indonesia University. It will give the teachers an idea about which types of motivation promote students the most in English language learning, as well as insight of motivation from students' perspective and challenges faced. With these findings, English teachers can improve their instructions, by incorporating these motivational factors into their teaching plans, and help the students in mastering English language more efficiently.
Given the central role of motivation in successful language learning, it would seem to be important to discover more about motivational types, which type of motivation is most important in promoting language learning success, and what kinds of students' motivation is related in learning English as foreign language.

METHOD
The participants in this study were all speakers of Indonesian (N=50). They were 20 males and 30 females. The study was conducted in a private University in Tulungagung, Indonesia, where learners studied English in order enhance their language abilities for their further studies.
The Integrative and Instrumental Orientation scales of the original 7-point Likert Scale format of Gardner's Attitude/Motivation Test Battery (AMTB) (Gardner, 1985) were adapted to a 5-point scale, ranging from 'strongly agree' to 'strongly disagree'.
Since the students came from almost the same academic and socio-economic backgrounds with approximately the same level of proficiency in English, the questionnaire was administered in the second language as the procedures to complete the questionnaire.
In this study, the focus was on various socio-psychological variables rather than language proficiency levels which were not tested. Followings are the variables that were assessed using Likert-scale ranging from agreement to disagreement: (a)

Finding
Ten statements were adapted to find out the dominant reason for studying a foreign language among students of English at Universitas Bhinneka Tulungagung.
Descriptive statistics were carried out for all measures involved in this study.
Percentage of instrumental motivation.

Question
Percentage Q1 : English for getting a good job 90 Q2 : Read newspapers and magazines in many foreign languages 80 Q3 : English will make me more educated 100 Q4 : My parents stressed the importance of English 40 Q5 : I will need English for my career 84 Comparison between the percentage score of the students of English illustrated that students were highly motivated in Q3, Q1, Q5, Q2, Q9, and Q4. It indicated that students' motivation in instrumental motivation is highly motivated in Q3 and Q1. Or it can resume that student are motivated to learn English as English will make more educated people and English is useful for getting a job in the future.
Percentage of integrative motivation. Comparison between the percentage score of the students of English illustrated that students were highly motivated in Q2, Q3, Q4, Q5, and Q1. It indicated that students' motivation in integrative motivation is highly motivated in Q2 and Q3. Or it can resume that student are motivated to learn English as the way to communicate with other people in varied situation and English is the way of life in their understand of its'.

CONCLUSION
This study has gained pertinent insights on the information regarding the type and level of motivation that influence students the most. The discussions highlight that majority of the students are integratively motivated. There is a need to motivate the students more integratively and also instrumentally, as the results that students learn English to make more educated people and English is useful for getting a job in the future (instrumental motivation) moreover English as the way to communicate with other people in varied situation and English is the way of life in their understand of its' (integrative motivation) so that they will learn the language with proactive attitudes, continue learning during after school English classes and enjoy the learning process at all. This research may not be completely generalised, furthermore, only one method was utilised in this research with a small sample size to gauge students' perspectives. Therefore, the findings of this study can be further followed up by the other researcher using a larger sample size and include different types of participants from various other locations.


Review on the Effect of Exercise Training on Immune Function

Exercise training is not only a necessary means to improve the level of exercise, but also an important means to improve the body's immunity. Different time, intensity, items, and forms of exercise training have different effects on the body's immune function. As a double-edged sword to improve the body's immune function, exercise training is a different reaction mechanism of different immune cells after exercise training. This paper combined with foreign scholars' studies on the immune function of the body of literature from different exercise intensity, different time, different sports, different movement forms, and different external environment such as angle of view for athletes body's immune cells and humoral immunity summarized the various indexes such as combing, in order to help academia, medicine, and sports. It provides enlightenment to the contemporary public on how to participate in sports training more healthily.

Introduction
As for the well-known viruses, "smallpox," "SARS," and "novel coronavirus" in recent years, the stronger the immunity of the body, the lower the incidence rate of virus infection. Contemporarily, people pay more attention to improving the immunity of the body. As the main means to improve and enhance the body's immunity, exercise training can effectively resist the risk of virus infection. Combined with the needs of society and the public, this paper classifies and summarizes previous studies and summarizes the effects of sports training on immune cells and humoral immunity in different time, intensity, project, and special environment, in order to provide reference for academic, medical, and sports circles.

The Effects of the Intensity of Exercise
Training and Different Exercise on Immune Cells 2.1. Function of Immune Cells. Lymphocytes play a central role in the immune process of the body, and they can also secrete a variety of cytokines which can not only act on the immune cells themselves but also act on the nervous system and endocrine system to complete the immune function [1]. Macrophages are the core components of early physiological response after bone injury and late bone remodeling. Monocytes and macrophages are considered to play an important role in skeletal muscle repair and remodeling, mainly because they can promote the potential of angiogenesis, the secretion of growth factors, and the clearance of tissue fragments [2]. Dendritic cells are important outposts of the immune system and are responsible for presenting antigens to T cells. Dendritic cells are at the forefront of maintaining intestinal integrity, and they are professional antigenpresenting cells, including various subsets which are resident cells or migratory cells in lymphoid and nonlymphoid organs [3]. NK cells are the core members of the innate immune system, and they have the functions of early recognition and elimination of virus infection and tumor cells. At the same time, they are also the bridge between innate immunity and acquired immunity [4]. Neutrophils are the largest number of white blood cells in the blood. They are an important part of the body's nonspecific immune function and directly participate in the first "defense line" of the body's immune system [5]. Hematopoietic stem cells are mainly stored in the hematopoietic microenvironment of bone marrow and are the original cells of all immune cells.
They are mainly responsible for inputting normal hematopoietic stem cells into the body of patients. They can enhance human hematopoietic and immune functions and effectively alleviate malignant blood diseases, genetic diseases, severe immunodeficiency, and other diseases [6].
2.1.1. Effects of Different Intensity of Exercise Training on Immune Cells. When different intensity stimulation is used in sports training, the number of immune cells and immune function of the body will change, including the monitoring, self-stabilization, and defense of immune cells. Similarly, exercise training for different events has a different impact on the immune response of immune cells.
High-intensity exercise training has an adverse effect on most epidemic cells, especially the damage of long-term high-intensity exercise training to cells is very obvious, while the effect of short-term high-intensity exercise training on NK cells is more obvious. Regular moderate intensity exercise training can improve the body's immunity. In addition, long-term nonexercise will inhibit the function of immune cells.

Effect of High-Intensity Exercise Training on Immune
Cells. Foreign scholars have found that the intensity of exercise training affects the oxidation/antioxidant balance of lymphocytes and neutrophils, but only high-intensity exercise training will induce lymphocyte oxidative damage, which will cause oxidative damage to indicators such as erythrocytes and lymphocytes, but will not cause oxidative damage to neutrophils [7], which may be due to the decrease of catalase and glutathione peroxidase activities in neutrophils, glutathione peroxidase activity in lymphocytes, and the myeloperoxidase in neutrophils and the increase of catalase protein level in neutrophils. Shaw et al. found that resting peripheral blood type 2 and regulatory T-cells produced the anti-inflammatory cytokines interleukin 4 and interleukin 10, respectively, during high-intensity exercise training [8]. In addition, decreased secretory immunoglobulin A in elite athletes after high-intensity training leads to the alteration of mucosal immunity, which impairs the athlete's intracellular defense against pathogens and increases the incidence and risk of symptoms of upper respiratory tract symptoms [9]. In addition, the ratios of granulocytes/lymphocytes and lymphocyte/monocyte were shown to be sensitive to changes of fatigue [10]. Therefore, it can be used as an indicator of the body's cellular immunity and to evaluate the physiological state of its training state.

Effects of Long-Term
High-Intensity Exercise Training on Immune Cells. Long-term high-intensity training affects the function of innate immune cells, reduces the ability of immune cells to cope with acute exercise, and increases the risk of infection [11]. Long-term high-intensity exercise can also damage the function of macrophages which result in a reduction in macrophages and a decrease in phagocytic ability. The authors found, although a large amount of amino acid supplementation after exercise training, the degree of damage to macrophages could not be improved [12]. And Shephard and Shek [13] believed that NK cells recovered within 24 hours under long-term exercise training, and long-term high -intensity training would have adverse effects on immune surveillance and health of the body. In addition, Iwasaki and Medzhitov believed that a single prolonged exercise would impair the functions of T cells, NK cells, and neutrophils, alter the balance of type I and type II cytokines, and attenuate the immune response to primary and recall antigens in vivo.

Effects of Short-Term
High-Intensity Exercise Training on Immune Cells. There is a positive correlation between exercise and NK cell count and cytotoxic activity, and a short exercise affects the number and function of NK cells, but it does not affect the cytotoxicity of NK cells. Millard et al. [14] believed that short-term high-intensity exercise training may increase the number of NK cells but can reduce the toxicity of the cells, probably because NK cells rapidly redistribute between blood and tissues after acute exercise which causes the preferential redeployment of NK cell subsets with a well-differentiated phenotype and enhances cytotoxicity against HLA-expressing target cells. While a single exercise session induces the increase of leukocytosis and redistribution of effector cells between the blood compartment and lymphoid and peripheral tissues, this response is mediated by the increase of hemodynamics and the release of catecholamines and glucocorticoid following activation of the sympathetic nervous system.

Effects of Moderate-Intensity Exercise Training on
Immune Cells. Simpson et al.'s research shows that the improvement of immunity is due to regular moderateintensity exercise. And regular moderate-intensity exercise has been shown to benefit cardiovascular health and reduce overall disease mortality. Regular short-term up to 45 minutes of moderate-intensity exercise is beneficial for immune defense [15]. Moderate-intensity exercise attenuates muscle ring finger 1-mediated atrophy of limb and respiratory muscles and improves limb muscle force production in mice with acute lung injury. Modulation of systemic neutrophil chemokine responses was by exercise training to restrict neutrophil influx into alveolar space. And early activity therapy attenuates muscle wasting and limits ongoing alveolar neutropenia by modulating systemic neutrophil chemokines in lung-injured mice and humans [16].
2.1.6. Effects of Inactivity on Immune Cells. Prolonged bed rest significantly affects immune cell populations and cytokine concentrations. During spaceflight and simulated weightlessness (bed rest), immune function is suppressed, the number of granulocytes, natural killer, T cells, hematopoietic stem cells, and CD45RA and CD25 expressing T cells is increased, and the number of monocytes is significantly decreased. Exercise has different effects on the concentration of lymphocytes and B cells, but only regular exercise can enhance the immune function of human body functions [17].

The Effect of Training in Different Sports on Immune
Cells. The number of T lymphocytes does not change after intensive exercise training by professionally trained athletes in cycling events, but exercise training or competition in  [18]. Similarly, total dendritic cells increased by 150% during 80% VO2max exercise, plasmacytoid dendritic cells mobilized to a greater extent than myeloid dendritic cells, and plasmacytoid dendritic cells were preferentially mobilized during exercise, and exercise enhances immune surveillance by preferentially mobilizing effector cells [18]. After the cycle stage of professional cycling, myeloperoxidase in neutrophils increased, hemolysis and lymphopenia caused by exercise were negatively correlated with cell markers of oxidative stress [19]. The amount of ITN-Y produced by stimulated T lymphocytes at rest did not change in endurance trained male cyclists after a 6-day intensive training period. In endurance-trained male cyclists, the amount of ITN-Y produced at rest by stimulated T lymphocytes did not change after the intensive training period at a 6-day intensive training period. Neither acute nor chronic exercise training resulted in changes in circulating percentage or interleukin (IL)-4(+) (type 2) T lymphocyte counts [20].

The Effects of Marathon Training on Immune Cells.
Well-trained long-distance runners had significantly more muscle damage compared to the cyclists, and 3 days of functional overuse may result in significantly more muscle damage, soreness, and inflammation responses in runners, but upper respiratory symptoms and the decrease in innate immune after exercise have no difference. Linear increases in white blood cells, monocytes, and lymphocytes prior to initiation in ultraendurance runners in a multiphase ultramarathon; they increase before phase 3 and decrease thereafter. There was a significant increase in granulocytes followed by a decline to baseline until stage 3. Hemoglobin and hematocrit showed linear decline and had no changes in red blood cells and platelets throughout the multiphase ultramarathon [21]. Amateur middle-distance runners had significantly lower lymphocyte and eosinophil values prior to the start of the half-marathon than prerun values, while for mean red blood cell volume, platelets, mean platelet vol-ume, white blood cells, neutrophils, and monocytes significantly decreased and then increased [22]. But the lymphocytes have increased in ultraendurance marathon runners before the marathon, while the number of lymphocytes decreased before the amateur half-marathon runners.

The Effects of Swimming Sports on Immune Cells.
Increased numbers of T cells in the blood after strenuous running and decreased numbers of lymphopenia after swimming exercise and the accumulation of T cells in the lungs and Peyer's patches may enhance immune alertness in these compartments, which are the body's main defensive barrier [23]. Oxidative damage in neutrophils and induction of antioxidant defense in lymphocytes, both neutrophil and lymphocyte responses to exercise are slightly weaker in women than in men .

The Effects of Volleyball Exercise Training on Immune
Cells. A-month preseason retraining (5 hours a day, 6 days a week) in college volleyball players significantly increased counts of CD56bright NK and CD56dim T cells (a subset with lower cytotoxicity) and decreased overall NK cell cytotoxicity from pretraining to posttraining, but the interleukin-6, interferon-gamma, and tumor necrosis factor-alpha levels did not change, and extensive training reduces total NK cell cytotoxicity as well as lysis units per NK cell [24].

The Effect of Training on Immune Cells of Chinese
Traditional Lianqi Sports. The cytotoxicity of natural killer cells increased by 60% immediately after lianqi training and returned to the basic level within 2 hours after training. The number of natural killer cell subsets did not change after lianqi training, and lianqi training had acute effects on natural killer cell activity [25].

Effects of Exercise Training in Cold or Hot Conditions on
Immune Cells. Two 45-minute runs at 75-80% VO2max in cold, hot and humid conditions, white blood cell, neutrophil, and basophil counts increased significantly after exercise in both environments and more noticeable in hot environments. The activity of antioxidant enzymes and carbonyl index in lymphocytes and neutrophils were significantly increased or decreased, respectively, in a high temperature environment, and the lymphocyte expressions of catalase, H, and superoxide dismutase increased in hot conditions only after exercise [26]. The numbers of leukocytosis significantly increased immediately after intense actual firefighting exercises and firefighting activities and persisted after recovery. Most notably, plasma levels of ACTH and cortisol significantly elevated, and the number and percentage of lymphocytes significantly decreased, but the cortisol level still remained elevation after 90 minutes of recovery [27]. Leukocytes, neutrophils, lymphocytes, monocytes, platelets, mean platelet volume, interleukins, and cardiac troponin increased after a day of heavy training [28]. Exercise with protective clothing exacerbates the body's heat storage when compared with that in high temperatures, and because exercise alters the immune response and produces psychological and environmental stress on firefighters. In addition, fire instructors exposed to fires are 10 times more than firefighters, and physiological stress is also many times higher and 16 times more likely to experience symptoms of ill health [29].

Effects of Exercise Training at High Altitude on Immune
Cells of the Body. Athletes, military personnel, firefighters, climbers, and astronauts need to train in extreme environments such as heat, cold, and high-altitude microgravity. Physical exercise in hot and thermoneutral conditions increases circulating stress hormones, catecholamines, and cytokines, with a concomitant increase in circulating white blood cells [30]. CD3(+) T lymphocytes significantly reduced during acute and chronic exposure to high altitude, the decline in T cells was entirely due to the decrease in CD4(+) T cells, and B lymphocytes were not affected by high-altitude exposure; natural killer cells significantly increased during acute and chronic exposure to high altitude, and the numbers of NK cell increased, but NK cytotoxic activity was not affected by high-altitude exposure [31]. Only in high altitude, even moderate exercise training also can activate the potential cytotoxic function of circulating granulocytes, but vigorous physical exercise strongly inhibits this activation, which prevents inflammatory damage and also activates the potential toxic function of circulating granulocytes [32].

The Influence of Psychological Index Changes on Immune Cells
Loss of T lymphocytes can negatively impact emotional health and cognition [33], and in a psychoneuroimmunological perspective, the immune system plays a role in the link between exercise and emotional health [34]. Study suggests that acute aerobic exercise may promote subjective emotional recovery from subsequent stressors and enhance emotional flexibility [35]. Chronic stress (lasting weeks/months/ years) can suppress/dysregulated immune function, but acute stress (lasting minutes to hours) can have immuneenhancing effects. Dhabharet [36] found that short-term stress enhances the transporting, maturation, and function of dendritic cells, neutrophils, macrophages, and lymphocytes, which have been shown to enhance innate and adaptive immunity; chronic stress induces chronic increases of proinflammatory factors and inhibits the number, transport, and function of immune protective cells to suppress innate and adaptive immune responses by altering type 1 and type 2 cytokine balance.

Effects of Exercise Training after Sleep Interruption on
Immune Cells. Nocturnal sleep disruption was associated with increased concentrations of total lymphocytes and CD3 (-)/CD56 (+) NK cells, mobilizing cytotoxic lymphocyte subsets (NK cells (including CD8 (+) T cells) γ δ T cells) have a greater response to exercise after sleep interruption at night, and the enhancement is more obvious 1 hour after exercise, and short-term changes in sleep structure will "acti-vate" the immune system and lead to a slight enhancement of lymphocyte transport by acute dynamic exercise [37]. People who sleep less than six hours at a night are four times more likely to be diagnosed with an upper respiratory infection, which prevent more training. Since sleep restriction is considered an essential element of military training, future studies should examine interventions to reduce all negative effects on immunity and host defense [38]. Moreover, sleep interruption at night and exercise training with sleep time less than 6 hours per night will have an adverse impact on the production of immune cells and affect the kinetic energy of immune cells.

Effects of Different Periods of Exercise Training on
Immune Cells. Foreign scholars studied the effect of repeated exercise in a day on the number of circulating leukocytes and NK cell activity. The results showed that the counts of leukocytes and neutrophils increased significantly both in the morning and afternoon after the exercise training. The change of lymphocyte count after exercise in the afternoon was more obvious, and the activity of NK cells was also significantly higher than that in the morning, indicating the interaction between exercise and diurnal effect. Two endurance exercises in one day had a "superposition effect" on the total number of leukocytes and neutrophils but did not affect the change of NK cell activity [39]. The number of NK cells in high-intensity training participants increased significantly during training in the morning and afternoon, the number of NK cells in high-intensity training participants decreased in the morning, but it was still significantly higher than the baseline level at 60 and 90 minutes after training in the morning; in the afternoon, the number of NK cells in high-intensity training participants decreased below the baseline level at 60 and 90 minutes after training, and the change of NK activity was mainly affected by day and night [40].

Effects of Supplements on Immune Cells after Exercise
Training. Lactococcus lactis is a unique lactic acid bacteria, which can activate the plasma cell like dendritic cells and it can reduce the incidence rate and symptoms of upper respiratory tract infection by supplementing Lactococcus lactis to activate dendritic cells and reduce the fatigue accumulation of athletes during continuous high-intensity exercise. In addition, the intake of plasma will not affect muscle damage [41]. Wang et al. believed that taking Zhenqi Fuzheng Capsule can inhibit the decline of athletes' immune function caused by high-intensity training and accelerate the recovery of the body's immune function. It is widely believed that supplementing carbon compounds during long-term exercise can weaken the body's immune and endocrine response, but carbohydrate supplements will not affect the decline of body immunity after long-term exercise [42].

Conclusion
Each cell has its own unique immune function and has different effects on the body. Carrying out its own tasks, individuals form a complex and diverse strong immune system 4 BioMed Research International to maintain our health. Whether the general public or athletes or firefighters, they need a strong immune system to cooperate organically. There are different intensities of exercise training, such as long time high-intensity exercise on innate immune cells, and the body is adverse impact on health; in the usual sports training to avoid the process of long duration and high-intensity exercise, moderate intensity and regular exercise training to improve the body's immune function has good effect compared with the other strength of sports training, and not for a long time to exercise the body's immune function will be suppressed. Different sports training such as marathon, swimming, volleyball, and cycling have different change mechanisms on the immune cells of the body. Chinese traditional qi training has a certain influence on the immune function of the body. In the exercise training under the special environment of cold, hot, and high altitude, the adverse effect of hot environment on body immunity is greater than that of cold environment. The changes of psychological indicators, the number, and function of immune cells are different after sleep interruption and different periods of exercise training. Supplements after exercise training have a positive effect on the body's immune function. Through the above use of literature and materials to sort out, in order to bring help to the academic, medical, and sports circles, to the contemporary public on how to participate in sports training in a healthier way.

Data Availability
The experimental data used to support the findings of this study are available from the corresponding author upon request.