UNIVERSIDAD DE EL SALVADOR

FACULTAD DE CIENCIAS Y HUMANIDADES

LICENCIATURA EN ENSEÑANZA DEL IDIOMA INGLÉS

CÁTEDRA:

INVESTIGACIÓN EN LA ENSEÑANZA DEL INGLÉS I

SEDE CENTRAL

TOPIC

BACKGROUND OF THE STUDY AND

THE PROBLEM STATEMENT
STUDENTS:

Marta Alicia Menjívar Rivera – MR19151

Kensy Carolina Rivas Valle - RV19004
William Roberto Rodriguez Minero - RM19050
Irlanda Sarahy Ruíz González - RG19050

TUTOR: Licda.

DUE DATE: APRIL 17th, 2023

Article 1

Title Orientations and Motivation in English Language Learning: A Study of

Bangladeshi Students at the Undergraduate Level

Author (s) Sayeedur Rahman

Keywords are Attitude and motivation, motivational orientations of students,

taken from the motivational challenges, ELT (English Language Teaching).

abstract

Source and year of The Asian EFL Journal Press, 2005, Pages 29-41

publication

Theoretical The study focuses on social psychological variables

perspective
 Methodological The research methodology was quantitative. For the study, 94 students

perspective (56 male and 38 female) of the 19-23 age group were randomly selected

from the American International University, Bangladesh (AIUB). The

instrument used was a questionnaire that was divided into two major

parts to find out the socio-psychological and socio-linguistics

background of the respondents. The raw data was fed into the computer

and then analyzed by using SPSSXI.5.

Main findings The study proves that in Bangladesh English is used only for specific

purposes; especially limited and restricted within the academic domain.

Background of the research problem:

A Study of Bangladeshi Students at Undergraduate Level, an investigation from Asian

EFL Journal from March 2005, this study focuses on the socio-psychological factors of the

learners such as attitude and motivation, the main objective of this study is to examine individual

and social variables in learning English as a foreign language and to investigate the domains of

English of relevance to the undergraduate students at the private universities in Bangladesh. The

hypothesis is that Bangladeshi students learn a foreign language mainly for its utilitarian value

rather than integrative motivation.

The theoretical perspective states that a learner of an L2 must be psychologically

prepared to acquire elements from a different ethnolinguistic community applied to daily life,
however, students understand the importance and the value of learning English which affects

positively their attitude. On the other hand, young children, especially in schools, are not focused

on their future which derives a different attitude compared with adults, which has a significant

influence on their learning process. Another factor is the environment that can push children and

adults to learn a second language if they are surrounded by it.

For this study, 94 students, male, and female of a range of 20 years were randomly

selected from the American International University, Bangladesh (AIUB). The respondents were

native speakers of Bangla and learned English as a foreign language. The instrument for this

study was a questionnaire divided into two major parts to find out the socio-psychological and

socio-linguistics background of the students. The first part was designed to elicit the different

domains of English and students’ exposure. Part 2 was designed to investigate the linguistic

attitudes and different types of motivational orientation of students. Since the students come

from different academic and socio-economic backgrounds, the questionnaire was administered in

the mother tongue along with the English original.

As a result, some of the answers from the students stated that they learned English to

understand English novels and movies, and a higher percentage of students learned English

because it is needed to graduate, for higher studies abroad, travels, and of course to get a good

job. The study shows that females are more integrative motivated than males. Some students

think that they just need to learn English and that no other foreign languages are required,

however, some other students suggest learning German, French, and Chinese because of the

globalization context. To conclude the study proves that in Bangladesh English is used only for

specific purposes; especially limited and restricted within the academic domain.
Article 2

Title La motivación como factor para el aprendizaje del idioma inglés en el

contexto universitario ecuatoriano: Antecedentes, resultados y

propuestas.

Author (s) Diego ORTEGA, Cynthia HIDALGO, Paul SIGUENZA, Sara

CHERRES.

Keywords are Investigation; motivation; English language; University students.

taken from the

abstract

Source and year of REVISTA PUBLICANDO, volumen 7 (24), abril-junio (2020), Pages

publication 9-20.

Theoretical It is based on Gardner's theory. This theory maintains that motivation

perspective plays an essential role in the acquisition or learning of a second

language since there are both internal and external factors that directly

influence the development of language skills.

 Methodological This article is the continuation of a preliminary quantitative exploratory

perspective study carried out in three public universities in the highland region of

Ecuador, through which the factors that influence the motivation to

learn English during third-level studies were determined. The

information was obtained through a survey applied to 422

undergraduate students. The questions focused on determining the level

of consensus they had with statements related to integrative and

instrumental motivation. In addition, an open question was included for

the participants to indicate why they study English,

Main findings It was found that it is important to implement meaningful and

motivating lessons that help students achieve their stated objectives.

Background of the research problem:

The scientific article entitled "La motivación como factor para el aprendizaje del idioma

inglés en el contexto universitario ecuatoriano: Antecedentes, resultados y propuestas", carried

out in 2020, aims to determine and analyze what factors motivate Ecuadorian university students

to learn English.

Theories about motivation in learning are addressed in this scientific article. Gardner's

contributions on motivation and learning are widely used, and how attitudes towards learning

contribute to the general motivation to learn a second language. In addition, as a motivated

person, he makes efforts to learn and wants to learn the language individually motivated you will

enjoy learning the target language.

First, the carried out preliminary exploratory study aimed to determine and analyze what

motivates Ecuadorian university students to learn English. The data gathered was used to design

a project (in progress), which was proposed in the UNAE 2018-2019 Call for Research Projects;

therefore, some important aspects are included, such as the mixed-method design to be

employed. In the preliminary study, the information was obtained from a survey applied to 422

undergraduate students. The questions focused on determining the level of agreement they had

with statements about integrative and instrumental motivation. Additionally, there was an open

question where the surveyed students specified why they study English. The results showed that

most participants do it to achieve short‐term and long-term objectives; for example, get a better

job, earn undergraduate and graduate degrees, and travel. It was also revealed that teachers and

their methodology are considered important components of English learning that are related to

motivation.

Among the main findings obtained in the investigation of this scientific article are: more

than 50% of the students perceived that their teachers are the main motivators for their learning

to occur; learning a new language is not only a cognitive process, but also a set of different types

of motivation, emotions, and beliefs about foreign language learning; it is important to encourage

the motivation of English students by learning about the factors or aspects that lead to successful

and effective learning of the language; language students should be properly motivated as a high

level of motivation makes them learn a foreign language for different purposes in a more

effective way.
Article 3

Title
Motivation for the learning of the English Language and the relationship

with the academic performance of students of the secondary level of the

Ugel San Roman 2021.

Author (s)
1. Jose Domingo Choquehuanca-Calcin

Andean University Néstor Cáceres Velásquez - Perú

2. Beto Reynaldy Vilca-Pilco

Andean University Néstor Cáceres Velásquez - Perú

3. Thania Guisela Mamani-Castro

Andean University Néstor Cáceres Velásquez - Perú

Keywords are Learning; English language; motivation; academic performance

taken from the
abstract

Source and year of Motivation for learning the English language and its relationship with
publication
the academic performance of middle-level students at Ugel San Román

2021. 593 Digital Publisher (2022)

Theoretical Self-Determination Theory (SDT). SDT proposes that individuals have

perspective
innate psychological needs for autonomy, competence, and relatedness

and that these needs drive human behavior and motivation

 Methodological
perspective The study corresponds to the quantitative approach, hypothetical-

deductive method, and the applied technique is the survey and the

questionnaire instrument. They worked with a sample stratified by the

professional school of 511 students. The variables to be analyzed are the

presence of Burnout syndrome as an independent variable and its factors.

The measurement of the factors was carried out using a questionnaire

elaborated for the

investigation, and for the measurement of the Burnout Syndrome, the

Maslach Burnout Inventory test was used.

Main findings Intrinsic and extrinsic rewards.

Background of the research problem:

Motivation is a key factor in learning any language, including English. In the case of

Ugel San Román 2021 high school students, motivation can be a determining factor in their

ability to learn the language effectively. In general, motivation is defined as the set of internal

and external factors that drive a person to perform a task or achieve a specific goal. The teacher-

student relationship is a key factor in the learning of the English language by students. A teacher

who builds a positive relationship with students has strong pedagogical skills and provides

constructive feedback that can significantly improve the learning process and student academic

performance. Therefore, the educator becomes a motivating agent of learning, so if he has a good

attitude and aptitude toward the students, he proposes activities that encourage them to learn the

English language (Alpaca, 2018).

 In the context of learning English, motivation is a complex factor that depends on

multiple factors, such as personal interest in the language, the perceived usefulness of the

language, the perception of support, and recognition of the educational environment, among

others. Scholarships and incentives can provide an extra boost for some students who already

have a certain level of motivation, but will not, however, create lasting or significant motivation

if the other factors that influence motivation are not addressed. For example, if a student is not

interested in the English language or does not see the practical utility of it in their daily life, a

reason or incentive may not be enough to generate significant motivation. Students carry out

satisfactory activities if the motivation is adequate (Vergara, 2017)

The motivation to learn English can be influenced by both intrinsic and extrinsic factors.

Intrinsic factors are those that come from the student himself, such as her interests, values, and

needs, while extrinsic factors are those that come from the environment, such as social pressure,

rewards, and incentives. This motivation is more durable and sustainable than extrinsic

motivation as it is based on a deeper emotional connection to the language and content being

learned. On the other hand, extrinsic motivation is related to the external rewards that the student

can obtain when learning the English language, such as grades, scholarships, and public

recognition. While extrinsic motivation can provide an initial stimulus for learning, its effect is

often less long-lasting and may diminish once the goal is reached or the reward is earned.

(Santander, 2019)

In conclusion, the lack of motivation in learning the English language can harm the

academic performance of students. If students are not motivated to learn the language, they may

not put enough time and effort into learning, which can affect their performance on tests and

their ability to communicate in English. Furthermore, a lack of motivation can lead to a negative
attitude toward learning the English language, which can further hinder the learning process and

decrease students’ interest in the language. Teaching should be creative and innovative, with

positive feedback and recognition of student achievement, and identification of student interests

and needs to increase student motivation.

Stating the research problem:

The first article is related to the motivation to study a second language. There are a wide

variety of factors such as age, attitude, motivation, aptitude, amount of exposure, and anxiety in

second language learning. The major area of investigation has been done on attitude, motivation,

and their subsequent relation to second Language performance.

Stephen Krashen (2002) hypothesizes the ‘affective filter’ that consists of various

psychological factors, such as anxiety, motivation, and self-confidence, which can strongly

enhance or inhibit second language acquisition.

The scale includes four items to find out how much the learners learn English with a genuine

interest to assimilate with the target language, culture, community, way of life, literature, etc.;

this would show their Integrative Ness toward the target language.

Bangladesh is a predominantly monolingual country where English is learned more as a foreign

language.

The next article is about motivation as a factor in learning English in the Ecuadorian

university context. The topics of motivation and learning the English language are developed

from a conceptual perspective. Similarly, the types of motivation and learning styles are

mentioned with their respective definition, in addition to empirical studies of motivation in

learning the English language. For this, a non-experimental qualitative-descriptive documentary

review will be carried out because it focuses on the description of the concepts that are the object

of study. This review will be done through the search for information in databases such as Scielo,

Google Academic, and repositories of different universities. The results will show the number of

documents found according to the descriptors established by the researchers. Documents related

to the concepts of motivation, intrinsic motivation, extrinsic motivation, integrative motivation,

instrumental motivation, learning, learning styles, meaningful learning, collaborative learning,

and English language learning revealed that many authors define these concepts as considered

key in learning a second language.

Finally, motivation affects the learning of English, since motivation drives the interest of

the student, who initiates an action to achieve the goals, adding to the lack of educators

specialized in foreign languages with high levels of knowledge in English. Therefore, the

research aims to establish the relationship between the motivation for learning the English

language and the academic performance of students at the secondary level of the UGEL San

Román 2021. The study corresponds to the quantitative approach, hypothetical-deductive method

and the applied technique is the survey, and the instrument is the questionnaire. The conclusion

is that, From the investigation, we can point out that the motivation for learning the English

language is directly related - negatively to the academic performance of the students, which is

reflected in the regular academic performance of the students of the secondary level of the

UGEL San Roman 2021.

Topic: Motivation in English Language Learning for the ninth-grade students at the school

Center "El Espíritu Santo, Municipality of San José Villanueva, La Libertad.

Statement of the problem:

Declarative: The incidence of motivation in the learning process of the English language for the

ninth-grade students of the School Center "El Espíritu Santo, Municipality of San José

Villanueva, La Libertad, in the period from April to June 2023.

Interrogative: How does motivation affect the learning of the English language for the ninth-

grade students at the school "El Espíritu Santo, Municipality of San José Villanueva, La

Libertad, in the period from April to June 2023?

REFERENCES:

• Choquehuanca-Calcina, J., Vilca-Pilco, B., & Mamani-Castro, T., (2022).

Motivation for learning the English language and its relationship with the

academic performance of middle-level students at Ugel San Román 2021. 593

Digital Publisher CEIT, 7(4-2), 303-311 https://doi.org/ 10.33386 /593dp.

2022.4-2.1338

• EFL Journal (2005). Orientations and Motivation in English Language

Learning: A Study of Bangladeshi Students at Undergraduate Level.

https://asian-efl-journal.com/March_2005_EBook_editions.pdf#page=29
• Revista Publicando (2020). La motivación como factor para el aprendizaje del

idioma inglés en el contexto universitario ecuatoriano: Antecedentes, resultados y

propuestas. Dialnet-LaMotivacionComoFactorParaElAprendizajeDelIdiomaIn-

7510869.pdf - Google Drive