A report on an initial study of motivation for learning English: A case study of future information and communication technology professionals

Kaneko, Emiko; Kawaguchi, Tatsuki

doi:10.1109/ipcc.2010.5530029

Cited by 1 publication

(1 citation statement)

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“…Surveys, for example, have been carried out with university students (Kaneko & Kawaguchi, 2010;Kouritzin, Piquemal, & Renaud, 2009;Santos-Ortega & Muñoz-Rodríguez, 2015;Taguchi, Magid, & Papi, 2009), secondary school students (Gonzalez, 2010;Huguet & Janés, 2008;Hussain & Masum, 2016), primary school students (Adachi, 2015;Matsuzaki-Carreira, 2005), students of English for specific purposes (Cotterall, 1999;McEown, Sawaki, & Harada, 2017;Trinder, 2013) and even with the teachers themselves (Pourfeiz, 2016;Ruesch, Bown, & Dewey, 2012), but with different bases and focuses. It should be noted that the one by Buyse, Barrientos-Báez, and Sánchez-Verdejo (2019) was carried out in the institution that is the subject of our study, researching the effect of motivational matters on students on a course on mastering internal communication in a FL to measure the impact of their "future me" (adopted by KU Leuven in its 2014-2017 strategic plan) to motivate the students.…”

Section: Revisiting Methodologies Of Studymentioning

confidence: 99%

Language learning among higher education students: an analysis on motivation

Rodríguez Muñoz,

Pérez Gálvez,

Buyse

2024

Research in Education & Learning Innovation Archives

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Intrinsic motivation in language learning is ideal to attain successful foreign language learning according to experts (Del Castillo, 2010; Gilakjani et al.,2010). In order to measure its impact at university level, this paper shows the results of a quantitative study conducted at KU Leuven during the academic year 2021-2022 on motivation in foreign language learning. A total of 479 students participated in a survey designed for this purpose. The methodology was based on a multivariate analysis using the statistical package SPSS v. 25. The research findings show that university students have essentially instrumental motivation for learning foreign languages (FL), which implies that their desire to acquire a second language (L2) is limited to practical purposes. On the other hand, the study has identified a representative segment of students, referred to as “incidental students”, who are characterised by not having any clear motivation (neither instrumental nor integrative) for FL. The results lead to recommendations for curricular adaptation to enhance intrinsic motivation in foreign language teaching and learning at university level.

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