Why do students choose EMI courses? An analysis of their motivational drives

  1. Serna Bermejo, Iratxe
  2. Lasagabaster Herrarte, David
Revista:
Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

ISSN: 1697-7467

Año de publicación: 2023

Número: 40

Páginas: 235-252

Tipo: Artículo

DOI: 10.30827/PORTALIN.VI40.27025 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Otras publicaciones en: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras

Objetivos de desarrollo sostenible

Resumen

Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas.  En este estudio pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en EMI (English-medium Instruction) en lugar de elegir  su L1 BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). 455 estudiantes de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2MSS de Dörnyei (2005). El análisis estadístico reveló que la mayoría de estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe.

Referencias bibliográficas

  • Al-Hoorie, A. H. (2018). The L2 motivational self-system: A meta-analysis. Studies in Second Language Learning and Teaching, 8(4), 721-754. http://dx.doi.org/10.14746/ssllt.2018.8.4.2
  • Al-Masheikhi, F., Al-Mahrooqi, R., & Denman, C. J. (2014). Investigating college of science student attitudes towards using English as a medium of instruction. In The 2014 WEI International Academic Conference Proceedings New Orleans, USA. Retrieved from http://www.westeastinstitute.com/wp-content/uploads/2014/11/Eiman-Rahma-Christopher.pdf.
  • Belhiah, H., & Elhami, M. (2015). English as a medium of instruction in the Gulf: When students and teachers speak. Language Policy,14(1), 3–23. https://doi.org/10.1007/s10993-014-9336-9
  • 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
  • Boyatzis, R. E., & Akrivou, K. (2006). The ideal self as the driver of intentional change. Journal of Management Development, 25(7), 624-42. https://doi.org/10.1108/02621710610678454
  • Bozdoğan, N. & Karlidağ, B. (2013). Neglected productive skills in content-based classes. Akdeniz Language Studies Conference 2012, Procedia Social and Behavioral Sciences, 70, 1152-1162.
  • Chapple, J. (2015). Teaching in English Is Not Necessarily the Teaching of English. International Education Studies, 8(3), 1-13.
  • Csizér, K., & Lukács, G. (2010). The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38(1), 1-13. https://doi.org/10.1016/j.system.2009.12.001
  • Doiz, A., & Lasagabaster, D. (2017). Teachers’ Beliefs about Translanguaging Practices. In C. M. Mazak & K.S. Carrol (Eds.), Translanguaging in higher education: Beyond monolingual ideologies. (pp. 157-176). Multilingual Matters.
  • Doiz, A., Lasagabaster, D., & Sierra, J. M. (2013). English as L3 at a bilingual university in the Basque Country, Spain. In A. Doiz, D. Lasagabaster & J. M. Sierra (Eds.), English-medium instruction at universities: Global challenges (pp. 84–105). Multilingual Matters.
  • Dörney, Z. (2007). Research methods in applied linguistics: Quantitative, qualitative, and mixed methodologies. Oxford University Press.
  • Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
  • Dörnyei, Z. (2009). The L2 Motivational Self System. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9-42). Multilingual Matters.
  • Dörnyei, Z. (2010). Questionnaires in second language research: Construction, administration, and processing (2nd ed.). Routledge.
  • Dörnyei, Z., & Csizér, K. (2002). Some dynamics of language attitudes and motivation: Results of a longitudinal nationwide survey. Applied Linguistics, 23, 421-62. https://doi.org/10.1093/applin/23.4.421
  • Dörnyei, Z., & Ryan, S. (2015). The psychology of the language learner revisited. Routledge.
  • Dörnyei, Z., & Ushioda, E. (2011). Teaching and researching: Motivation. Pearson Education. Dörnyei, Z., Csizér, K., & Németh, N. (2006). Motivation, Language Attitudes and Globalisation: A Hungarian Perspective. Multilingual Matters.
  • Ellili-Cherif, M., & Alkhateeb, H. (2015). College students’ attitude toward the medium of instruction: Arabic versus English dilemma. Universal Journal of Educational Research 3(3), 207-213. https://doi.org/10.13189/ujer.2015.030306
  • Gao, X. (2008). Shifting motivational discourses among mainland Chinese students in an English medium tertiary institution in Hong Kong: A longitudinal inquiry. Studies in Higher Education, 33(5), 599-614. https://doi.org/10.1515/iral.2000.38.3-4.229
  • Gardner, R. C. (2001). Integrative motivation and second language acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1-20). University of Hawaii Press.
  • Giles, H., Bourhis, R. Y., & Taylor, D. M. (1977). Towards a theory of language in ethnic group relations. In H. Giles (Ed.), Language, ethnicity and intergroup relations (pp. 307–348). Academic Press.
  • Henry, A. (2012). L3 motivation. Gothenburg, Sweden: University of Gothenburg Press.
  • Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88.
  • Higgins, E. T. (1987). Self-discrepancy: a theory relating self and affect. Psychological review, 94(3), 319. https://doi.org/0033-295X/87/S00.75
  • Higgins, E. T. (1996). The “self-digest”: Self-knowledge serving self-regulatory functions. Journal of Personality and Social Psychology, 71(6), 1062–1083. https://doi.org/10.1037/0022-3514.71.6.1062
  • Higgins, E. T., Klein, R., & Strauman, T. (1985). Self-concept discrepancy theory: A psychological model for distinguishing among different aspects of depression and anxiety. Social Cognition, 3(1), 51-76. https://doi.org/10.1521/soco.1985.3.1.51
  • Kang, S., & H. Park (2005). English as the medium of instruction in Korean Engineering education. Korean Journal of Applied Linguistics, 21.1, 155–174.
  • Kirkgöz, Y. (2005). Motivation and student perception of studying in an English-medium university. Dil ve Dilbilimi Çalışmaları Dergisi, 1(1), 101-123.
  • Kojima, N., & Yashima, T. (2017). Motivation in English medium instruction classrooms from the perspective of self-determination theory and the ideal self. Jacet journal, 61, 23-39. https://doi.org/10.32234/jacetjournal.61.0_23
  • Lamb, M. (2007). The impact of school on EFL learning motivation: An Indonesian case study. Tesol Quarterly, 41(4), 757-780. https://doi.org/10.1002/j.1545-7249.2007.tb00102.x
  • Laugharne, J. (2007). Language use and language attitudes in Wales. In D. Lasagabaster & A. Huguet (Eds.), Multilingualism in European bilingual contexts: Language use and attitudes (pp. 208–233). Multilingual Matters.
  • Lasagabaster, D. (2004). Attitudes towards English in the Basque Autonomous Community. World Englishes, 23(1), 211–224. https://doi.org/10.1111/j.1467-971X.2004.00346.x
  • Lasagabaster, D. (2016). The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism, 13(3), 315-332. https://doi.org/10.1080/14790718.2015.1105806
  • Lasagabaster, D. (2022). English-medium education in higher education. Cambridge: Cambridge University Press.
  • Markus, H. R., & Nurius, P. (1986). Possible selves. American Psychologist, 41, 954-969. https://doi.org/10.1037/0003-066X.41.9.954
  • Noels, K. A. (2003). Learning Spanish as a second language: Learners´ orientations and perceptions of their teachers´ communication style. In Z. Dörnyei (Ed.), Atittudes, Orientations, and Motivations in Language Learning (pp. 97-136). Blackwell.
  • Ó Laoire, M. (2007). Language use and language attitudes in Ireland. In D. Lasagabaster & A. Huguet (Eds.), Multilingualism in European bilingual contexts: Language use and attitudes (pp. 164–183). Multilingual Matters.
  • Oyserman, D., & James, L. (2009). Possible selves: From content to process. In K. Markman, W. M. P. Klein & J. A. Suhr (Eds.), The Handbook of Imagination and Mental Stimulation (pp. 373-394). Psychology Press.
  • Ryan, S. (2009). Self and identity in L2 motivation in Japan: The ideal L2 self and Japanese learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 120– 4). Multilingual Matters.
  • Taguchi, T., Magid, M., & Papi, M. (2009). The L2 motivational self-system among Japanese, Chinese and Iranian learners of English: A comparative study. Motivation, language identity and the L2 self, 36, 66-97. https://doi.org/10.21832/9781847691293
  • Ushioda, E. (2001). Language learning at university: Exploring the role of motivational thinking. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 91-124). University of Hawaii Press.
  • Ushioda, E. (2014). Motivational perspectives on the self in SLA: A developmental view. In S. Mercer & M. Williams (Eds.), Multiple perspectives on the self in SLA (pp. 127-141). Multilingual Matters.
  • Ytsma, J. (2007). Language use and language attitudes in Friesland. In D. Lasagabaster & A. Huguet (Eds.), Multilingualism in European bilingual contexts: Language use and attitudes (pp. 144–163). Multilingual Matters.
Fuente de los datos: Dialnet