FACTORES QUE INCIDEN EN LA MOTIVACION HACIA EL APRENDIZAJE DE INGLÉS EN EL CENTRO DE IDIOMAS DE LA UNIVERSIDAD DE NARIÑO, EXTENSION DE IPIALES
Keywords:
Motivación, lengua extranjera, Centro de IdiomasAbstract
Learning English as a foreign language (FL) for students in the Department of Nariño has become more than an interest, a necessity that allows them to interact, exchange values, goods and services with the global world. Motivation is an important element in the teaching-learning processes, since it largely depends on it that the learning of FL becomes a constant practice in the student and that he or she achieves a good communicative performance. However, learning English in the Colombian system of education is a complex task, hence the low level of English of the population. Based on the above, this article provides information on the reasons why two groups of students enrolled at the Language Center of the University of Nariño in Ipiales city, taking as reference the analysis of motivation through mixed methods research. The results indicated that students have both intrinsic and extrinsic motivation. In the case of the first, it is related to the individual interest of each student that is supported by empathy towards the culture of the English language and the desire to join the community of speakers. And in the case of the second, it refers to the stimuli and rewards within the classroom environment. Finally, the results are analyzed and some reflections are given concerning the realities and projections in the field of foreign language teaching-learning, which are not only applied to language centers, but also to school and university contexts.
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References
REFERENCIAS
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Hechos y Proyecciones del Lenguaje, 22, 134– 150. https://revistas.udenar.edu.co/index.php/rheprol/issue/view/22-2016
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Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
Aleksandrzak, M. (2011). Problemas y desafíos en la enseñanza y el aprendizaje del habla en un nivel
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Apple, M., Falout, J., & Hill, G. (2013). Exploring classroom- based constructs of EFL motivation for
science and engineering students in Japan. In M. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 54-74). Multilingual Matters. Bristol, UK
Atkinson, J. W. (1981). Studying personality in the context of an advanced motivational psychology.
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Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Bastidas, J. A. (2002). Teoría y práctica de la enseñanza de inglés. La Estación. Tunja.
Bastidas, J. A. (2006). A framework to understand motivation in the TESOL field. Profile: Issues in
Teachers’ Professional Development 7, 147-159. https://revistas.unal.edu.co/index.php/profile/issue/view/1255
Bastidas, J. y Muñoz, G. (2020). Factores que influyen en el aprendizaje del inglés de los bachilleres de
Pasto, Colombia. Folios, 51, 163-181. https://revistas.pedagogica.edu.co/index.php/RF/article/view/8676
Benavides, J. E. (2021). Level of English in Colombian higher education: A decade of stagnation.
Profile: Issues in Teachers’ Professional Development, 23 (1), 57–73. https://doi.org/10.15446/profile.v23n1.83135
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing
appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75–85. https://doi.org/10.1207/s15326985ep3402_1
Clément, R., & Kruidenier, B. (1985). Aptitude, attitude and motivation in Second Language
Proficiency: A test Of Clement's model. Journal of Language and Social Psychology. 4. 21-37.
Csizér, K., & Magid, M. (2014). The impact of self-concept on language learning. Multilingual Matters.
Bristol, United Kingdom.
Covington, M. V. (1998). The will to learn: A guide for motivating young people. Cambridge University
Press.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Deci, E. y Ryan, R., (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum
Dörnyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition. Honolulu: University of
Hawaii Press.
Dörnyei, Z. (2007). Estrategias de motivación en el aula de lenguas. Cataluña, España:Uoc
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual
Matters.Bristol.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England:
Pearson Education.
Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education
Press.
Dörnyei, Z., MacIntyre, P., & Henry, A. (2015). Motivational dynamics in language learning. Multilingual
Matters. Bristol.
Dörnyei, Z. & Ryan, R. (2015). The Psychology of the Language Learner Revisited. Routledge.
Esnaola, Igor; Goñi, Alfredo; Madariaga, José María. (2008). El autoconcepto: perspectivas de investigación. Revista de Psicodidáctica, 13, 69-96
Figueroa, H. (2022). La motivación en el aprendizaje del inglés en los estudiantes del Centro de Idiomas
de la Universidad de Nariño – Extensión Ipiales. Tesis de Maestría. Biblioteca Universidad de
Nariño.
Gardner, R. C. (1985). Social Psychology and Second Language learning: The Role of Attitudes and
Motivation (The Social psychology of language). Londres, Reino Unido: Edward Arnold publishers.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New
York: Peter Lang.
Giles, H., & Byrne, J. (1982). An Intergroup Approach to Second Language Acquisition. Journal of
Multilingual and Multicultural Development, 3, 17-40
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow, England: Longman.
Heinzmann, S. (2013). Young language learners’ motivation and attitudes: Longitudinal, comparative
and explanatory perspectives. London: Bloomsbury
Hernández-Sampieri, R. & Mendoza, C. (2014). Metodología de la Investigación. McGraw-Hill.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Lasagabaster, D., Doiz, A., & Sierra, J. M. (2014). Motivation and second language learning: New
theoretical insights and the interaction with the CLIL approach. Amsterdam: John Benjamins.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
Lozada, M. et al., (2015). Actitudes y motivación de las estudiantes de dos instituciones educativas
oficiales frente al aprendizaje del inglés y al programa nacional de bilingüismo. Biblioteca digital
Universidad del Valle. https://bibliotecadigital.univalle.edu.co/handle/10893/9130
Murray, G., Gao, X., & Lamb, T. (2011). Identity, motivation and autonomy in language learning.
Multilingual Matters. Bristol.
Nakata, Y. (2006). Motivation and experience in foreign language learning. Oxford: Peter Lang.
Naranjo, R., & Ordoñez, F. (2001). Student’s motivation level for learning English as foreign language in
high school. Trabajo de grado. San Juan de Pasto, Colombia. Biblioteca Udenar.
Palomo, P (2014). El autoconcepto y la motivación escolar: Una revisión bibliográfica. Universidad de
León. https://doi.org/10.17060/ijodaep.2014.n1.v6.737
Pintrich, P.R. y Schunk, D.H. (2006). Motivación en contextos educativos. Pearson.
Reeve, J. (2003). Motivación y emoción. Mac Graw-Hill.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge
University press.
Rodríguez, Y. (2014). Enseñanza del inglés desde la pedagogía de las emociones. Revista Vinculando.
https://vinculando.org/psicologia_psicoterapia/ensenanza-ingles-pedagogia-emociones.html
Sánchez, M. (2020). La Motivación en el Aprendizaje del Inglés a través del Trabajo por Proyectos de los
Estudiantes del Grado Séptimo de una Institución Educativa Oficial de Cali. Colombia. Universidad Icesi.
Santrock, J. (2002). Psicología de la educación. México: Mc Graw-Hill.
Stover et al. (2017). Teoría de la Autodeterminación: una revisión teórica. Perspectivas en Psicología.
Revista de Psicología y Ciencias Afines, 14 (2), 105-115.
https://www.redalyc.org/articulo.oa?id=483555396010
Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface of the socioeducational model,
self-determination theory and the L2 motivational self system model. In K. Csizér, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Multilingual Matters. Bristol.
Ushioda, E. (2013). International perspectives on motivation: Language learning and professional
challenges. Basingstoke: Palgrave Macmillan.
Vallerand, R. J. (2021). Reflections on the legacy of self-determination theory. Motivtion Science, 7(2),
115-116. doi: 10.1037/mot0000227
Villarreal, J. et al. (2016). Students’ Beliefs About Their English Class: Exploring New Voices in a National
Discussion. Profile: Issues in Teachers’ Professional Development, 18 (2), 139–150.
https://doi.org/10.15446/profile.v18n2.53388
Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Sage Publications, Inc.
Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of
Educational Research, 64(4), 557–573. https://doi.org/10.2307/1170587
Wigfield y Guthrie (1995). Dimensions of children’s motivations for reading. An initial study (Research
Report No. 34) Athens, GA: National Reading Research Center.
Agreda, A., Bastidas, J. y Erazo, A. (2016). Historia del Centro de Idiomas de la Universidad de Nariño.
Hechos y Proyecciones del Lenguaje, 22, 134– 150. https://revistas.udenar.edu.co/index.php/rheprol/issue/view/22-2016
Ames, C. (1992). Classrooms: Goals, structures, and student motivation. Journal of Educational
Psychology, 84(3), 261–271. https://doi.org/10.1037/0022-0663.84.3.261
Aleksandrzak, M. (2011). Problemas y desafíos en la enseñanza y el aprendizaje del habla en un nivel
avanzado. Glottodidactica, 37, 1-12.
Apple, M., Falout, J., & Hill, G. (2013). Exploring classroom- based constructs of EFL motivation for
science and engineering students in Japan. In M. Apple, D. Da Silva, & T. Fellner (Eds.), Language learning motivation in Japan (pp. 54-74). Multilingual Matters. Bristol, UK
Atkinson, J. W. (1981). Studying personality in the context of an advanced motivational psychology.
American Psychologist, 36(2), 117–128. https://doi.org/10.1037/0003-066X.36.2.117
Bandura, A. (1997). Self-efficacy: The exercise of control. W H Freeman/Times Books/ Henry Holt & Co.
Bastidas, J. A. (2002). Teoría y práctica de la enseñanza de inglés. La Estación. Tunja.
Bastidas, J. A. (2006). A framework to understand motivation in the TESOL field. Profile: Issues in
Teachers’ Professional Development 7, 147-159. https://revistas.unal.edu.co/index.php/profile/issue/view/1255
Bastidas, J. y Muñoz, G. (2020). Factores que influyen en el aprendizaje del inglés de los bachilleres de
Pasto, Colombia. Folios, 51, 163-181. https://revistas.pedagogica.edu.co/index.php/RF/article/view/8676
Benavides, J. E. (2021). Level of English in Colombian higher education: A decade of stagnation.
Profile: Issues in Teachers’ Professional Development, 23 (1), 57–73. https://doi.org/10.15446/profile.v23n1.83135
Brophy, J. (1999). Toward a model of the value aspects of motivation in education: Developing
appreciation for particular learning domains and activities. Educational Psychologist, 34(2), 75–85. https://doi.org/10.1207/s15326985ep3402_1
Clément, R., & Kruidenier, B. (1985). Aptitude, attitude and motivation in Second Language
Proficiency: A test Of Clement's model. Journal of Language and Social Psychology. 4. 21-37.
Csizér, K., & Magid, M. (2014). The impact of self-concept on language learning. Multilingual Matters.
Bristol, United Kingdom.
Covington, M. V. (1998). The will to learn: A guide for motivating young people. Cambridge University
Press.
Creswell, J. (2009). Research design: Qualitative, quantitative, and mixed methods approaches. Sage.
Deci, E. y Ryan, R., (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum
Dörnyei, Z., & Schmidt, R. (2001). Motivation and second language acquisition. Honolulu: University of
Hawaii Press.
Dörnyei, Z. (2007). Estrategias de motivación en el aula de lenguas. Cataluña, España:Uoc
Dörnyei, Z., & Ushioda, E. (2009). Motivation, language identity and the L2 self. Multilingual
Matters.Bristol.
Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching motivation (2nd ed.). Harlow, England:
Pearson Education.
Dörnyei, Z. (2012). Motivation in language learning. Shanghai: Shanghai Foreign Language Education
Press.
Dörnyei, Z., MacIntyre, P., & Henry, A. (2015). Motivational dynamics in language learning. Multilingual
Matters. Bristol.
Dörnyei, Z. & Ryan, R. (2015). The Psychology of the Language Learner Revisited. Routledge.
Esnaola, Igor; Goñi, Alfredo; Madariaga, José María. (2008). El autoconcepto: perspectivas de investigación. Revista de Psicodidáctica, 13, 69-96
Figueroa, H. (2022). La motivación en el aprendizaje del inglés en los estudiantes del Centro de Idiomas
de la Universidad de Nariño – Extensión Ipiales. Tesis de Maestría. Biblioteca Universidad de
Nariño.
Gardner, R. C. (1985). Social Psychology and Second Language learning: The Role of Attitudes and
Motivation (The Social psychology of language). Londres, Reino Unido: Edward Arnold publishers.
Gardner, R. C. (2010). Motivation and second language acquisition: The socio-educational model. New
York: Peter Lang.
Giles, H., & Byrne, J. (1982). An Intergroup Approach to Second Language Acquisition. Journal of
Multilingual and Multicultural Development, 3, 17-40
Hadfield, J., & Dörnyei, Z. (2013). Motivating learning. Harlow, England: Longman.
Heinzmann, S. (2013). Young language learners’ motivation and attitudes: Longitudinal, comparative
and explanatory perspectives. London: Bloomsbury
Hernández-Sampieri, R. & Mendoza, C. (2014). Metodología de la Investigación. McGraw-Hill.
Krashen, S. (1985). The input hypothesis: Issues and implications. New York: Longman.
Lasagabaster, D., Doiz, A., & Sierra, J. M. (2014). Motivation and second language learning: New
theoretical insights and the interaction with the CLIL approach. Amsterdam: John Benjamins.
Locke, E. A., & Latham, G. P. (1990). A theory of goal setting & task performance. Prentice-Hall, Inc.
Lozada, M. et al., (2015). Actitudes y motivación de las estudiantes de dos instituciones educativas
oficiales frente al aprendizaje del inglés y al programa nacional de bilingüismo. Biblioteca digital
Universidad del Valle. https://bibliotecadigital.univalle.edu.co/handle/10893/9130
Murray, G., Gao, X., & Lamb, T. (2011). Identity, motivation and autonomy in language learning.
Multilingual Matters. Bristol.
Nakata, Y. (2006). Motivation and experience in foreign language learning. Oxford: Peter Lang.
Naranjo, R., & Ordoñez, F. (2001). Student’s motivation level for learning English as foreign language in
high school. Trabajo de grado. San Juan de Pasto, Colombia. Biblioteca Udenar.
Palomo, P (2014). El autoconcepto y la motivación escolar: Una revisión bibliográfica. Universidad de
León. https://doi.org/10.17060/ijodaep.2014.n1.v6.737
Pintrich, P.R. y Schunk, D.H. (2006). Motivación en contextos educativos. Pearson.
Reeve, J. (2003). Motivación y emoción. Mac Graw-Hill.
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching. Cambridge
University press.
Rodríguez, Y. (2014). Enseñanza del inglés desde la pedagogía de las emociones. Revista Vinculando.
https://vinculando.org/psicologia_psicoterapia/ensenanza-ingles-pedagogia-emociones.html
Sánchez, M. (2020). La Motivación en el Aprendizaje del Inglés a través del Trabajo por Proyectos de los
Estudiantes del Grado Séptimo de una Institución Educativa Oficial de Cali. Colombia. Universidad Icesi.
Santrock, J. (2002). Psicología de la educación. México: Mc Graw-Hill.
Stover et al. (2017). Teoría de la Autodeterminación: una revisión teórica. Perspectivas en Psicología.
Revista de Psicología y Ciencias Afines, 14 (2), 105-115.
https://www.redalyc.org/articulo.oa?id=483555396010
Sugita McEown, M., Noels, K. A., & Chaffee, K. E. (2014). At the interface of the socioeducational model,
self-determination theory and the L2 motivational self system model. In K. Csizér, & M. Magid (Eds.), The impact of self-concept on language learning (pp. 19–50). Multilingual Matters. Bristol.
Ushioda, E. (2013). International perspectives on motivation: Language learning and professional
challenges. Basingstoke: Palgrave Macmillan.
Vallerand, R. J. (2021). Reflections on the legacy of self-determination theory. Motivtion Science, 7(2),
115-116. doi: 10.1037/mot0000227
Villarreal, J. et al. (2016). Students’ Beliefs About Their English Class: Exploring New Voices in a National
Discussion. Profile: Issues in Teachers’ Professional Development, 18 (2), 139–150.
https://doi.org/10.15446/profile.v18n2.53388
Weiner, B. (1992). Human motivation: Metaphors, theories, and research. Sage Publications, Inc.
Weiner, B. (1994). Integrating social and personal theories of achievement striving. Review of
Educational Research, 64(4), 557–573. https://doi.org/10.2307/1170587
Wigfield y Guthrie (1995). Dimensions of children’s motivations for reading. An initial study (Research
Report No. 34) Athens, GA: National Reading Research Center.
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Published
2022-12-30
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Section
Artículos de Investigación
