Language learning among higher education students: an analysis on motivation
Abstract
Keywords
Full Text:
PDF EPUB HTMLReferences
Adachi, R. (2015). Motivation and communicative attitudes among Japanese EFL pupils.Indonesian Journal of Applied Linguistics, 5(1), 1–10. http://dx.doi.org/10.17509/ijal.v5i1.824
Bañuelos-Márquez, A. M. (1990). Motivación Escolar: una propuesta didáctica. Perfiles Educativos(49-50), 56–63. Retrieved from https://www.iisue.unam.mx/perfiles/ descargas/pdf/1990-49-50-56-63
Boo, Z., Dörnyei, Z., & Ryan, S. (2015). L2 motivation research 2005-2014: Understanding a publication surge and a changing landscape. System, 55, 145–157. https://doi.org/10.1016/j.system.2015.10.006
Bourdieu, P. (1986). The forms of Capital. In J. Richardson (Ed.), Handbook of Theory and Research for the Sociology of Education ( (pp. 241–258). Westport, CT: Greenwood.
Brown, H. D. (2000). Principles of language learning and teaching. London: Addison Wesley Longman.
Busse, V., & Walter, C. (2013). Foreign Language Learning Motivation in Higher Education: A Longitudinal Study of Motivational Changes and Their Causes. The Modern Language Journal, 97 (2), 435–456. https://doi.org/10.1111/j.1540-4781.2013.12004.x
Buyse, K., Barrientos-Báez, A., & Sánchez-Verdejo, F. J. (2019). Comunicación Interna en el área turística: el caso del Departamento de Lingüística Aplicada en la Universidad de Leuven (Bélgica). In V. Rodríguez-Breijo et al. (Eds.), Las nuevas narrativas en el entorno social (pp. 593–604). La Laguna (España): Sociedad Latina de Comunicación Social. https://doi.org/10.4185/CAC159
Chávez-Zambano, M., Saltos-Vivas, M. A., & Saltos-Dueñas, C. M. (2017). La importancia del aprendizaje y conocimiento del idioma inglés en la enseñanza superior. Dominio de las Ciencias, 3(3), 759–771. https://dialnet.unirioja.es/descarga/articulo/6234740.pdf
Cotterall, S. (1999). Key variables in language learning: what do learners believe about them? System, 27 (4), 493–513. https://doi.org/10.1016/S0346-251X(99)00047-0
Del-Castillo, Y. E. (2010). La motivación en el estudiante no universitario en el aprendizaje de inglés. META 2021. Congreso Iberoamericano de Educación. Retrieved from https:// www.adeepra.org.ar/congresos/Congreso%20IBEROAMERICANO/ACCESO/R0862
_DelCastillo.pdf
de Sousa, L., Costa, P. D. M. D., Flisi, S., & Calvo, E. S. (2015). JRC Science and Policy Report: Languages and Employability. https://dx.doi.org/10.2788/504155
Dolnicar, S. (2002). A review of data-driven market segmentation in tourism. Journal of Travel & Tourism Marketing, 12(1), 1–22. https://doi.org/10.1300/J073v12n01_01
Dörnyei, Z. (1998). Motivation in second and foreign language learning. Language Teaching, 31(3), 117–135. https://doi.org/10.1017/S026144480001315X
Dörnyei, Z. (2005). The Psychology of the Language Learner Individual Differences in Second Language Acquisition. New York: Routledge. https://doi.org/10.4324/9781410613349
Dörnyei, Z., Macintyre, P. D., & Henry, A. (Eds.). (2014). Motivational Dynamics in Language Learning. Bristol: Multilingual Matters. https://doi.org/10.21832/9781783092574
Dörnyei, Z., Muir, C., & Ibrahim, Z. (2014). Directed motivational currents: energising language learning by creating intense motivational pathways. In D. Lasagabaster, A. Doiz, & J. M. Sierra (Eds.), Morivation and Foreign Language Learning. From theory to practice (pp. 9–29). USA: John Benjamins Publishing Co.
Dörnyei, Z., & Taguchi, T. (2009). Questionnaires in Second Language Research Construction, Administration, and Processing. New York (USA): Routledge. https://doi.org/10.4324/ 9780203864739
EC. (2009). Anticiper les compétences requises et adapter l’offre de compétences aux besoins du marché du travail. Office des publications de l’Union Européenne. Retrieved from https://op.europa.eu/fr/publication-detail/-/publication/85bf8351-e29b-4551-b938
-a666d6862b34/language-fr
EU. (2018). Council Recommendation of 22 May 2018 on key competences for lifelong learning (Text with EEA relevance) (2018/C 189/01). Retrieved from https://eur-lex.europa.eu/ legal-content/EN/TXT/PDF/?uri=CELEX:32018H0604(01)
Fielden-Burns, L. V., & Rico-Garcia, M. (2017). Comparative Language Learning Beliefs: Why Aptitude Matters. Studies in Linguistics and Literature, 1(2), 129–141. http://dx.doi.org/ 10.22158/sll.v1n2p129
Finn, M., Elliott-White, M., & Walton, M. (2000). Tourism and leisure research methods: data collection, analysis and interpretation. New York (USA): Pearson Education.
Franco, C. (2006). La relación lengua-cultura en el aprendizaje de ELE por parte de los italianófonos. In C. de-la Hoz (Ed.), La competencia pragmátic y la enseñanza del español como lengua extranjera. Actas del XVI Congreso Internacional de ASELE (pp. 279–288). Retrieved from https://dialnet.unirioja.es/descarga/articulo/2154265.pdf
Gal, S. (2012). Sociolinguistic Regimes and the Management of ”Diversity”. In A. Duchêne & M. Heller (Eds.), Language in Late Capitalism (pp. 22–42). New York: Routledge. Gardner, R. C., & Lambert, W. E. (1972). Attitudes and Motivation in Second-Language Learning. Newbury House Publisher.
Gilakjani, A. P., Leong, L. M., & Sabouri, N. B. (2012). A Study on the Role of Motivation in Foreign Language Learning and Teaching. I.J. Modern Education and Computer Science,7 , 9–16. Retrieved from https://www.mecs-press.org/ijmecs/ijmecs-v4-n7/IJMECS-V4
-N7-2.pdf
Gonzalez, R. D. (2010). Motivational Orientation in Foreign Language Learning: The Case of Filipino Foreign Language Learners. SSRN Electronic Journal, 3(1), 3–28.
Hair, J. F., Black, W. C., Babin, H. J., & Anderson, R. E. (2010). Multivariate Data Analysis (and others, Ed.). Prentice Hall.
Harmer, J. (2007). The practice of English language teaching. Pearson Education.
Heider, E. (1958). The psychology of interpersonal relations. New York: John Wiley & Sons Inc. https://psycnet.apa.org/doi/10.1037/10628-000
Huguet, A., & Janés, J. (2008). Mother Tongue as a Determining Variable in Language Attitudes. The Case of Immigrant Latin American Students in Spain. Language and Intercultural Communication, 8(4), 246–260. https://doi.org/10.1080/14708470802303082
Hussain, Z., & Masum, J. (2016). Motivation of Bangladeshi Higher Secondary Students in Learning English Language. Language in India, 16(2), 177–189.
Kaneko, E., & Kawaguchi, T. (2010). Report on an Initial Study of Motivation for Learning English: A Case Study of Future Information and Communication Technology Professionals. IEEE International Professional Comunication Conference (pp. 315–320). Netherlands: Enschede. Retrieved from https://doi.org/10.1109/IPCC.2010.5530029
Kikuchi, K., & Sakai, H. (2009). Japanese Learners’ Demotivation to Study English: A Survey Study. JALT Journal, 31(2), 183–204. Retrieved from https://jalt-publications.org/ recentpdf/jj/2009b/art3.pdf
Kouritzin, S. G., Piquemal, N., & Renaud, R. D. (2009). An International Comparison of Socially Constructed Language Learning Motivation and Beliefs. Foreign Language Annals, 42(2), 287–317. http://dx.doi.org/10.1111/j.1944-9720.2009.01022.x
Kruglanski, A. W. (1975). The endogenous-exogenous partition in attribution theory.Psychological Review, 82(6), 387–406. https://psycnet.apa.org/doi/10.1037/0033-295X.82.6.387
Kubota, R. (2020). Toward a Performative Commitment to Heterogeneity. In T. J. Silva & Z. Wang (Eds.), Reconciling Translingualism and Second Language Writing (pp. 163– 171). New York (USA): Routledge.
Masgoret, A. M., & Gardner, R. C. (2003). Attitudes, Motivation, and Second Language Learning: A Meta-Analysis of Studies Conducted by Gardner and Associates. Language Learning. A Journal in Research of Language Studies, 53(1), 167–210.
Matsuzaki-Carreira, J. (2005). New Framework of Intrinsic/Extrinsic and Integrative/Instrumental Motivation in Second Language Acquisition. The Keiai Journal of International Studies(16), 39–64. Retrieved from https://www.u-keiai.ac.jp/issn/ menu/ronbun/no16/039.pdf
McEown, M. S., Sawaki, Y., & Harada, T. (2017). Foreign Language Learning Motivation in the Japanese Context: Social and Political Influences on Self. Self. Modern Language Journal, 101(3), 533–547. https://doi.org/10.1111/modl.12411
Merlin, R. (2003). Students’ Motivation to Learn: Considerations for Elementary Teachers (Unpublished doctoral dissertation). College of William & Mary.
Moore, R. (2011). Standardisation, diversity and enlightenment in the contemporary crisis of EU language policy. Retrieved from https://wpull.org/wp-content/uploads/2022/04/ WP74_Moore_2011_Standardisation_diversit.pdf
Moore, R. (2015). From Revolutionary Monolingualism to Reactionary Multilingualism: Top-Down Discourses of Linguistic Diversity in Europe, 1794-present. Language and Communication, 44, 19–30. https://doi.org/10.1016/j.langcom.2014.10.014
Morales-Vallejo, P., Urosa-Sanz, B., & Blanco-Blanco, A. (2003). Construcción de escalas de actitudes tipo Likert: una guía práctica. Madrid (España): La Muralla.
Muir, C. (2020). Directed Motivational Currents and Language Education: Exploring Implications for Pedagogy. Bristol: Multilingual Matters.
Nowicka, M. (2009). Making sense of cosmopolitism. In M. Rovisco & M. Nowicka (Eds.), Cosmopolitanism in Practice (pp. 1–16). London: Routledge.
Osgood, C., Suci, G., & Tannenbaum, P. (1957). The Measurement of Meaning. University of Illinois Press.
Öztürk, G., & Gurbuz, N. (2013). Motivational Orientations of Turkish EFL Students: The Case at a State University. Journal of Language and Literature Education, 8, 62–77. Retrieved from https://oaji.net/articles/2014/1069-1406114310.pdf
Pourfeiz, J. (2016). A Cross-sectional Study of Relationship between Attitudes toward Foreign Language Learning and Academic Motivation. Procedia - Social and Behavioral Sciences, 232, 668–676. https://doi.org/10.1016/j.sbspro.2016.10.091
Randstad. (2017). El conocimiento de idiomas aumenta un 37% las posibilidades de encontrar empleo. Retrieved from https://www.randstad.es/nosotros/sala-prensa/el-conocimiento-de-idiomas-aumenta-un-37-las-posibilidades-de-encontrar-empleo
Rietveld, T., & Van Hout, R. (1993). Statistical Techniques for the Study of Language and Language Behaviour. Berlin (Germany): Mouton de Gruyter. https://doi.org/10.1515/ 9783110871609
Ruesch, A., Bown, J., & Dewey, D. P. (2012). Student and teacher perceptions of motivational strategies in the foreign language classroom. Innovation in Language Learning and Teaching, 6(1), 15–27. https://doi.org/10.1080/17501229.2011.562510
Ryan, R., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55(1), 68–78. http://dx.doi.org/10.1037/0003-066X.55.1.68
Ryan, R. M., & Powelson, C. L. (1991). Autonomy and Relatedness as Fundamental to Motivation and Education. Journal of Experimental Education, 60(1), 49–66. https:// psycnet.apa.org/doi/10.1080/00220973.1991.10806579
Saito, K., Dewaele, J. M., Abe, M., & In’nami, Y. (2018). Motivation, Emotion, Learning Experience and Second Language Comprehensibility Development in Classroom Settings: A Cross-Sectional and Longitudinal Study. Language Learning. A Journal of Research in Language Studies, 68(3), 709–743. https://doi.org/10.1111/lang.12297
Saito, K., Dewaele, J. M., & Hanzawa, K. (2017). A Longitudinal Investigation of the Relationship between Motivation and Late Second Language Speech Learning in Classroom Settings. Language and Speech, 60(4), 614–632. https://psycnet.apa.org/ doi/10.1177/0023830916687793
Santos, M. C. M. (2019). Estudios sobre la desmotivación del alumnado en el aprendizaje formal de lenguas extranjeras. Etudes romanes de Brno, 40(1), 99–122. https://doi.org/ 10.5817/ERB2019%E2%80%931-7
Santos, M. C. M. (2020). Aproximación a la amotivación y la desmotivación en el aprendizaje de contenidos a través del inglés como medio de instrucción (EMI) en la enseñanza superior en una universidad española. Hesperia: Anuario de filología hispánica, 23(1), 95–123. https://doi.org/10.35869/hafh.v23i0.2768
Santos-Ortega, A., & Muñoz-Rodríguez, D. (2015). Fuga de cerebros y biografías low cost: nueva etapa en la precarización de la juventud. RECERCA. Revista de pensament i anàlisi(16), 13–33. https://doi.org/10.6035/Recerca.2015.16.2
Shin, H., & Park, J. (2015). Researching language and neoliberalism. Journal of Multilingual and Multicultural Development, 37 (5), 443–452. https://doi.org/10.1080/01434632.2015.1071823
Stipek, D. J. (2002). Motivation to Learn: Integrating Theory and Practice. Allyn & Bacon. Sundqvist, P., & Sylvén, L. K. (2014). Language-related computer use: Focus on young L2 English learners in Sweden. ReCALL, 26(1), 3–20. https://doi.org/10.1017/ S0958344013000232
Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self system amongst Chinese, Japanese, and Iranian learners of English: A comparative study. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 66–97). Briston (U.K.): Multilingual Matters. https://doi.org/10.21832/9781847691293-005
Trinder, R. (2013). Business students’ beliefs about language learning in a university context. English for Specific Purposes, 32(1), 1–11. https://doi.org/10.1016/j.esp.2012.06.003
Uribe, D., Gutierrez, J., & Madrid, D. (2008). Las actitudes del alumnado hacia el aprendizaje del inglés como idioma extranjero: estudio de una muestra en el sur de España. Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras(10), 85–100. https://doi.org/10.30827/digibug.31782
Williams, M., & Burden, R. L. (1997). Psychology for language teachers. A Social Constructivist Approach. Cambridge (U.K.): Cambridge University Press.
Woolfolk, A. E. (2007). Educational Psychology. Pearson.
Refbacks
- There are currently no refbacks.