Abstract
This research intends to explore the motivation of adult language learners in three different formal learning settings: classroom face-to-face (N=184), blended (N=243) and distance (N=200) language learning modes. For that purpose, the Échelle de Motivation en Éducation, EME (Vallerand et al., 1989), validated and translated into Spanish (Núñez et al., 2005), was used. This scale consists of 28 items integrated into seven subscales assessing the three different types of intrinsic motivation (IM) (knowledge-oriented IM, goal-oriented IM and IM to experience stimulation), the three different types of extrinsic motivation (EM) (external regulation, introjected regulation and identified regulation) and demotivation. For the internal consistency analysis, Cronbach’s alpha coefficient, whose value is acceptable and significant from a statistical point of view (α =.91), was used. Data were subjected to descriptive and inferential analyses via SPSS 23.0 software and results show significant differences among the variables studied regarding the students´ learning mode. The discussion revolves around the possible implications of students’ motivational profiles for learning.
Presenters
Margarita Pino-JusteProfessor, Didactic and Educational Organization, University of Vigo, Pontevedra, Spain Marcelino Arrosagaray Auzqui
Universidad Pública de Navarra Beatriz Rodríguez López
Professor, Philology, UNED, Spain Margarita González-Peiteado
Profesora-tutora, Universidad Nacional de Educación a Distancia, Pontevedra, Spain
Details
Presentation Type
Paper Presentation in a Themed Session
Theme
2022 Special Focus: Intercultural Learning in Plurilingual Contexts
KEYWORDS
Intrinsic Motivation, Extrinsic Motivation, Demotivation, Learning foreign languages
