A Tale of Two Cities: Foreign Language Learning Motivation Through Expectancy-Value Theory and Socio-Educational Model

• In Event: Advocacy, Equity, and Language Learning

Abstract

This paper reports a multistage mixed-methods study examining college students’ motivations and how motivation, perceptions, and experiences affect students’ academic success, and varies, in two different English as a Foreign Language (EFL) programs. In the quantitative phase, 403 participants responded to two motivation questionnaires. The qualitative phase included focus group interviews with 24 participants and the teacher’s journal. Results show that students are mainly motivated by Instrumental Motivations. Prior negative experiences, and the role of teachers and native speakers affected students’ perceptions of the English class, willingness to study English, and students’ perceptions of ability. There were sharp differences between the two EFL programs in academic success and levels of motivation. Future directions and implications of these findings are discussed.

Authors

• Lina Beatriz Barrero, Universidad Nacional de Colombia
  Presenting Author

• Andy Parra Martinez, University of Arkansas
  Presenting Author

• Melba Libia Cárdenas, National University of Colombia
  Non-Presenting Author