Language learning among higher education studentsan analysis on motivation

  1. Rodríguez Muñoz, María Luisa 1
  2. Pérez Gálvez, Jesús Claudio 1
  3. Buyse, Kris 2
  1. 1 Universidad de Córdoba
    info

    Universidad de Córdoba

    Córdoba, España

    ROR https://ror.org/05yc77b46

  2. 2 KU Leuven
    info

    KU Leuven

    Lovaina, Bélgica

    ROR https://ror.org/05f950310

Revista:
Research in Education and Learning Innovation Archives. REALIA

ISSN: 2659-9031

Año de publicación: 2024

Número: 32

Páginas: 36-56

Tipo: Artículo

DOI: 10.7203/REALIA.32.27546 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Research in Education and Learning Innovation Archives. REALIA

Objetivos de desarrollo sostenible

Resumen

La motivación intrínseca en el aprendizaje de idiomas extranjeros es la más deseable para su éxito según los expertos (Del-Castillo, 2010; Gilakjani et al., 2012). Para medir su impacto en el nivel universitario, este trabajo muestra los resultados de un estudio cuantitativo realizado en la KU Leuven durante el curso 2021-2022 sobre la motivación en el aprendizaje de lenguas extranjeras en el que participaron 479 estudiantes que fueron encuestados. La metodología de estudio se basó en un análisis multivariante utilizando el paquete estadístico SPSS v. 25. Los resultados de la investiga- ción muestran que los estudiantes universitarios tienen una motivación esencialmente instrumental para aprender lenguas extranjeras (FL), lo que implica que el deseo de adquirir una segunda lengua (L2) se limita a fines prácticos. Por otra parte, el estudio ha identificado un segmento representativo de estudiantes, denominados “estudiantes incidentales”, que se caracterizan por no tener una motivación clara (ni instrumental ni integradora) para la FL. Los resultados permiten realizar recomendaciones de adaptación curricular para fomentar la motivación intrínseca en el aprendizaje de idiomas en este nivel de la enseñanza-aprendizaje.

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