La motivación como factor para el aprendizaje del idioma inglés en el contexto universitario ecuatoriano: antecedentes, resultados y propuestas

Abstract

First, the carried‐out preliminary exploratory study aimed to determine and analyze what motivates Ecuadorian university students to learn English. The data gathered was used to design a project (in progress), which was proposed in the UNAE 2018‐2019 Call for Research Projects; therefore, some important aspects are included, such as the mixed‐method design to be employed. In the preliminary study, the information was obtained from a survey applied to 422 undergraduate students. The questions focused on determining the level of agreement they had with statements about integrative and instrumental motivation. Additionally, there was an open question where the surveyed students specified why they study English. The results showed that most participants do it to achieve short‐term and long‐term objectives; for example, get a better job, earn undergraduate and graduate degrees, and travel. It was also revealed that teachers and their methodology are considered important components of the English learning that are related to motivation. It concludes that it is crucial to implement meaningful and motivating lessons which help students reach their set goals.