Motivations of higher education students to enrol in bilingual courses

• María Sagrario Salaberri-Ramiro ^[1] ; María del Mar Sánchez-Pérez ^[1]
  1. [1] Universidad de Almería

     Universidad de Almería

     Almería, España

     
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. Extra 3, 2018 (Ejemplar dedicado a: Adressing bilingualism in Higher Education: policies and implementation issues), págs. 61-74
• Idioma: inglés
• DOI: 10.30827/digibug.54161
• Títulos paralelos:
  • Motivaciones de estudiantes de educación superior para participar en programas bilingües
• Enlaces
  • Texto completo (pdf)
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• Dialnet Métricas: 3 Citas
• Resumen
  • español

    Este estudio investiga las opiniones sobre motivación de estudiantes que han participado en programas bilingües de educación superior en una universidad pública española durante dos cursos académicos a los que se les pidió que informaran sobre las experiencias que encontraron más motivadoras y los cambios que incorporarían para participar en programas similares en el futuro. Se recogieron datos cualitativos a través de un cuestionario al que contestaron 310 estudiantes y que incluía dos preguntas abiertas relativas a factores motivacionales. Se codificaron las respuestas en relación con seis campos que surgieron de forma consistente y se calcularon los porcentajes. Los resultados obtenidos evidencian que los estudiantes muestran señales de motivación que se relacionan con aspectos del sistema motivacional del yo en L2. La relevancia de este estudio radica en la voz de los estudiantes participantes en un contexto EMI en educación superior, así como en las nuevas líneas planteadas sobre los beneficios de la autoconfianza y autoeficacia, la necesidad de centrarse en oportunidades profesionales y comunidades de práctica y la consideración de una mirada crítica hacia la práctica actual y uso dominante del inglés.

  • English

    This paper addresses the views on motivation of students who participated in higher education bilingual programmes in a Spanish state university for two academic years and were asked to inform on the experiences that they found more motivating and the changes they would introduce to feel more enthused to participate in a similar programme in the future. Qualitative data were gathered through a questionnaire administered to 310 students that included two open questions related to motivating factors. The responses were coded in relation to 6 fields that emerged consistently and were converted into percentages.

    The obtained results show evidence that students display signals of motivation that are related to aspects of the L2 motivational self-system. The relevance of this study lies on the voice of the students participating in an EMI context in HE as well as on the new paths shown on the benefits of self-confidence and self-efficacy, the need to focus on professional opportunities and communities of practice, and a consideration of critical views on current practice and overwhelming use of English.

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