Engineering students’ instrumental motivation and positive attitude towards learning English in a trilingual tertiary setting

• Autores: José Miguel González Ardeo
• Localización: Ibérica: Revista de la Asociación Europea de Lenguas para Fines Específicos ( AELFE ), ISSN-e 2340-2784, ISSN 1139-7241, Nº. 32, 2016, págs. 179-200
• Idioma: inglés
• Títulos paralelos:
  • Motivación instrumental y actitud positiva respecto al aprendizaje del inglés de estudiantes de ingeniería en un entorno terciario trilingüe
• Enlaces
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• Dialnet Métricas: 1 Cita
• Resumen
  • español

    Este estudio exploratorio a pequeña escala se centra en la actitud hacia el aprendizaje del inglés y los niveles de motivación de 132 estudiantes de ingeniería de la Universidad del País Vasco-Euskal Herriko Unibertsitatea (España). También se evalúa el grado en el que ellos se consideran competentes en tres idiomas (Euskera/Español/Inglés). Para valorar estas variables, se usa un cuestionario de 35 puntos. Los participantes estaban recibiendo un curso de IFE (Inglés para Fines Específicos) y estaban familiarizados con el inglés como lengua vehicular a través de cursos de Aprendizaje Integrado de Contenidos y Lenguas Extranjeras (AICLE) y/o Inglés como Medio de Instrucción. Los resultados demuestran que su actitud es positiva y que ha mejorado desde 2003, a pesar de ciertos hechos históricos relacionados con la lengua minoritaria (Euskera). Con respecto a la motivación, los estudiantes muestran un alto nivel de orientación instrumental pero un bajo nivel de motivación extrínseca-integrativa.

    También se observan niveles relativamente altos de motivación intrínseca, no muy alejados de los niveles de motivación extrínseca-instrumental. La lengua materna de los estudiantes (Euskera vs. Español vs. Euskera/Español) no afecta a los resultados de forma significativa. Finalmente, se observan altos niveles de confianza auto percibida con respecto a su dominio del inglés

  • English

    This exploratory small-scale study focuses on the attitude towards learning English and levels of motivation of 132 engineering students from the University of the Basque Country (Spain). The extent to which they consider themselves competent in three languages (Basque/Spanish/English) is also evaluated. For assessing these variables, a 35-item questionnaire is used. The participants were taking an ESP (English for Specific Purposes) course and were familiar with English as a vehicular language through CLIL (Content and Language Integrated Learning) and/or EMI (English Medium Instruction) courses. The results demonstrate that their attitude is positive, and it has improved since 2003, despite certain historical events concerning the minority language (Basque). With regard to motivation, the students show a high level of instrumental orientation but a low level of extrinsicintegrative motivation. Relatively high levels of intrinsic motivation are also observed, not far from extrinsic-instrumental motivation levels. The students’ mother tongue (Basque vs. Spanish vs. Basque/Spanish) does not affect results significantly. Finally, high levels of self-perceived confidence with respect to their command of English are observed

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