CRITICAL READING

Motivation and E-Learning English as a foreign language: A qualitative study

Reference:
https://www.sciencedirect.com/science/article/pii/S2405844019360542#kwrds0010

1. SUMMARY
1. Background information:
Communicating in English is a National Educational requirement which is related to an
international need.
2. Problem statement:
During the last 5 years, undergraduate Colombian students does not have basic English
development in the results of Saber Pro (a set of professional competency focused tests)
3. Statement of Objectives: identify and analyse the aspects related to the motivation to learn
English in undergraduate students of the Virtual and Distance modalities -E-Learning so that
UNIMINUTO university could adapt the curriculum to the motivational profiles to enhance
the learning experience

the aim of this study was to understand how English as foreign language is learned using
online modality, why students learn it and what kind of motivation UVD students have. Thus,
UNIMINUTO could adapt the curriculum to the motivational profiles to enhance the learning
experience. In order to fulfil this goal, a qualitative study of phenomenological type was
conducted with 19 UVD students as a sample.
4. Theoretical framework:
Self -Determination Theory: emphasizes on the regulation of the individual's human
behaviour and how motivation can be different in each person.
External aspects cause extrinsic motivation, while intrinsic motivation has to do with
autonomous aspects.
E-Learning (CALL model): virtual methodologies rely on the use of several technological
tools and a continuous organized flow of activities closely connected to real life situations,
which makes students' learning more meaningful. 
5. Methods/ Procedures for collecting and analysing data:
Qualitative data collection instrument: semi-structured individual interviews are conducted
with two blocks. A mass emails were sent to select 19 students who show interests in the
research, then they answer the research questions related to contextual factors associated with
the motivation to learn English as a foreign language in both online and face-to-face form.
6. Analytical framework: a coding and a content and discourse analysis
7. Participants/ Data resources: 19 students including 16 women and 3 men from different
English levels
8. Summary of findings/ Discussions:
The words frequency seems to reveal that the motivation to learn English as a foreign
language can be affected by several factors, from the most personal or concerning the learner
to the most external such as virtual environments characterization and the tutor's role.
The results indicate that although most of the interviewees' responses reveal an awareness of
the potential long-term benefit, these tend to be consistent with an extrinsic motivation since
behaviour relies on external variables to the individual.
Besides, some students keep a sense of isolation and particular unfulfilled expectations
remain.
9. Conclusions/ Implications/ Values, contributions of the article/ data
CALL seems to contribute significantly to English learning; however, success greatly depends
on the type of motivation each student has; on the quality of the tutor's assistance and how
effective and entertaining the teaching strategies are.

2/ STRENGTHS:
The study emphasizes on difficulties that learners have faced and the relationship between
external and internal motivations in learning English as the foreign language.

3/ LIMITATIONS:
The study should also put tutor/ teacher into the balance issue. Sometimes instructors try their
best to create motivation for students in learning foreign language but the students do bias
other subjects.