Factors Associated with the Motivation and Attitude Towards Learning English in Higher Education: Structural Equation Modeling | ||
| جستارهای زبانی | ||
| Article 9, Volume 16, Issue 1 - Serial Number 85, 1404, Pages 191-216 PDF (538.21 K) | ||
| Document Type: مقاله تحقیق | ||
| DOI: 10.48311/LRR/lrr.2025.161191 | ||
| Authors | ||
| Juan Fernando Gómez* 1; Jorge Emiro Restrepo2; Julio Antonio Álvarez Martínez3; Claudio Díaz larenas4; Edwin Alberto Sánchez Hernández5 | ||
| 1Language Studies Researcher, Department of Basic Sciences and Common Areas, Tecnológico de Antioquia, Institución Universitaria, Medellín, Colombia | ||
| 2Professor and Researcher, Faculty of Social and Educational Sciences, Tecnológico de Antioquia, Institución Universitaria, Medellín, Colombia | ||
| 3Language Studies Researcher, Language Department of the University of Antioquia, Medellín, Colombia | ||
| 4Professor of the Department of Curriculum and Instruction, Universidad de Concepción, Bio Bio, Chile | ||
| 5Language Studies Professor, Universidad de San Buenaventura, Medellín, Colombia | ||
| Abstract | ||
| This study aims to analyze the factors associated with motivation and attitude towards English learning through the application of structural equation modeling (SEM). A quantitative, ex post fact, cross-sectional and explanatory study was carried out on 1202 university students. Eight motivational factors were examined, namely: Motivational Intensity (MI), Attitude towards Learning English (ATLL), Integrative Orientation (IntO), Instrumental Orientation (InsO), Interest Towards Foreign Languages (ITFL), Evaluation of English Teaching (EET), Desire to Learn English (DLE), Evaluation of the English Course (EEC). The multiple regressions showed that EET, DLE, InsO, and EEC are predictors of the MI. It was found that DLE, InsO, and EEC are predictors of ATLL. The SEM showed a weak positive influence of InsO on DLE, ITFL, EET, EEC, MI and ATLL. IntO had a weak positive impact on DLE, EET, EEC, and ITFL. There was a weak positive impact of DLE on ITFL, ATLL and MI, and it had a strong effect on EEC. Finally, EET had a weak positive effect on MI, whereas EEC had a weak positive impact on ATTL and MI. This research provided information that serves to understand the factors affecting the intensity of motivation and attitude in L2 learning | ||
| Keywords | ||
| Attitude; Foreign Language; Motivation; synchronous encounters; university students | ||
| References | ||
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