Implicación de alumnado adulto en su aprendizaje de lengua extranjera:: Medición y factores asociados

• Irene Acosta-Manzano ^[1]
  1. [1] Universidad de Málaga

     Universidad de Málaga

     Málaga, España

     
• Localización: Bellaterra: journal of teaching and learning language and literature, ISSN-e 2013-6196, Vol. 18, Nº. 3, 2025
• Idioma: español
• DOI: 10.5565/rev/jtl3.1266
• Títulos paralelos:
  • Adult learners’ engagement in their foreign language learning:: Measurement and associated factors
• Enlaces
  • Texto completo
• Resumen
  • español

    La implicación del alumnado en su aprendizaje de lengua extranjera (IAALE) es un constructo que se está empezando a explorar en el ámbito del aprendizaje de LE. Dado el carácter incipiente de la investigación en este campo, este estudio se propuso desarrollar y validar una escala en español para medir la IAALE e identificar posibles asociaciones y variables predictoras. Un total de 165 aprendientes cumplimentaron el cuestionario empleado. Los datos se analizaron por medio de estadísticos descriptivos, análisis de componentes principales y regresión múltiple.

    De las 10 variables independientes que se examinaron, las variables predictoras fueron: género, edad, uso de la LE fuera de clase, disfrute de la LE, y ansiedad en clase de LE. El estudio pone de manifiesto la necesidad de que el constructo de IAALE se investigue en otros contextos de aprendizaje de LE y deriva algunas implicaciones pedagógicas para el proceso de enseñanza-aprendizaje de LE.

  • English

    Student engagement in their foreign language learning (SEFLL) is a construct which is just beginning to be explored in the field of FL learning. Given the incipient nature of research in this field, this study set out to develop and validate a scale in Spanish to measure SEFLL and to identify possible associations and predictor variables. A total of 165 learners completed the questionnaire used to measure the construct. The data were analysed by means of descriptive statistics, principal component analysis and multiple regression. Out of the 10 independent variables examined, the predictor variables were: gender, age, out-of-class FL use, FL enjoyment, and FL classroom anxiety. This study highlights the need for SEFLL to be investigated in other FL learning contexts and derives some pedagogical implications for the FL teaching-learning process.

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