Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model

dc.contributorCárdenas, Melba Libia
dc.contributorParra-Martinez, Fabio Andrés
dc.creatorBarrero Molina, Lina Beatriz
dc.date.accessioned2021-05-06T16:06:36Z
dc.date.available2021-05-06T16:06:36Z
dc.date.created2021-05-06T16:06:36Z
dc.date.issued2021-04
dc.identifierhttps://repositorio.unal.edu.co/handle/unal/79483
dc.identifierUniversidad Nacional de Colombia
dc.identifierRepositorio Institucional Universidad Nacional de Colombia
dc.identifierhttps://repositorio.unal.edu.co/
dc.description.abstractMotivation is a tenet of the English as a Foreign Language (EFL) learning process. Undergraduates at the National University must have a fulfill a required English proficiency level in order to graduate. The University has a mandatory EFL Program to fulfill the basic required level. Additionally, there are elective advanced EFL courses for students who have fulfilled the language requirement. This study examines students’ motivations and how motivation, perceptions, and experiences affect students’ academic success in the EFL programs. This study explores the differences between the two types of EFL programs. This is a multistage mixed-methods study. In the quantitative phase, 403 participants responded to two motivation questionnaires: The S- Attitude/Motivation Test Battery; the Expectancy Value Questionnaire. The qualitative phase included focus group interviews with 24 participants and the teacher-researcher journal. Data were analyzed using inferential statistics and content analysis. Results show that students are mainly motivated by Instrumental Motivations. Prior experiences played a meaningful role and affected students’ perceptions of the English class and willingness to study English. Negative experiences were found to be detrimental to students’ motivation and perceptions of ability. Teachers and native speakers played an important role in the development of students’ perceptions and experiences in the EFL learning process. There were sharp differences between the two EFL programs: socioeconomic differences created inequities and affected students’ ability perceptions and academic success and levels of motivation were higher for the Elective Program. Implications of these findings are discussed. Suggestions for program improvement and students’ motivations are provided. Future research and intervention studies are also proposed to improve EFL programs at the University and reducing the inequity gap.
dc.description.abstractLa motivación es parte fundamental del proceso de aprendizaje del inglés como lengua extranjera (ILE). Los estudiantes de pregrado de la Universidad Nacional deben tener determinado un nivel de competencia en inglés para poder graduarse. La Universidad tiene un programa obligatorio ILE (Inglés como lengua extranjera) para alcanzar el nivel básico requerido. Además, hay asignaturas electivas de inglés como lengua extranjera avanzada para estudiantes que cumplen con el requisito de idioma. Este estudio tuvo como objetivo examinar las motivaciones de los estudiantes y la forma en que estas motivaciones, sumado a las percepciones y las experiencias previas afectan el éxito académico de los estudiantes en los programas de ILE. Asimismo, exploró las diferencias entre los dos programas de inglés como lengua extranjera que ofrece la Universidad. Este es un estudio de métodos mixtos de varias etapas. En la fase cuantitativa, 403 participantes respondieron a dos cuestionarios de motivación: el S- Attitude/Motivation Test Battery; y el Expectancy Value Questionnaire. La fase cualitativa incluyó entrevistas a grupos focales con 24 participantes y el diario de campo de la docente investigadora. Los datos se analizaron mediante estadísticas inferenciales y análisis de contenido. Los resultados revelaron que los estudiantes están motivados principalmente por motivaciones instrumentales y que las experiencias previas juegan un papel significativo y afectan las percepciones de los estudiantes y la voluntad de estudiar inglés. Se descubrió que las experiencias negativas son perjudiciales para la motivación y la percepción de capacidad de los estudiantes. Los profesores y los hablantes nativos desempeñan un papel importante en el desarrollo de las percepciones y experiencias de los estudiantes en el proceso de aprendizaje del inglés como lengua extranjera. Hay grandes diferencias entre los estudiantes de los dos programas de inglés como lengua extranjera; específicamente, las diferencias socioeconómicas generaron desigualdades y afectaron la percepción de las habilidades de los estudiantes y el éxito académico, también, los niveles de motivación del grupo electivo fueron mayores. Se discuten las implicaciones de estos hallazgos. Se brindan recomendaciones para mejorar el programa y las motivaciones de los estudiantes. Asimismo, se proponen futuras investigaciones y estudios de intervención para mejorar los programas de inglés como lengua extranjera en la Universidad y reducir la brecha de inequidad.
dc.languageeng
dc.publisherUniversidad Nacional de Colombia
dc.publisherBogotá - Ciencias Humanas - Maestría en Educación
dc.publisherInstituto de Investigación en Educación -IEDU-
dc.publisherFacultad de Ciencias Humanas
dc.publisherBogotá
dc.publisherUniversidad Nacional de Colombia - Sede Bogotá
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dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rightshttp://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.titleMotivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
dc.typeTrabajo de grado - Maestría


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