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2022-08
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info:eu-repo/semantics/openAccess
Título de la revista
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Editor
Commond Ground
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Resumen
This research intends to explore the motivation of adult language learners in three different formal learning settings: classroom face-to-face (N = 184), blended (N = 243), and distance (N = 200) language learning modes. For that purpose, the Échelle de Motivation en Éducation [Education Motivation Scale] (EME) was used. This scale consists of twenty-eight items integrated into seven subscales to assess the three types of intrinsic motivation (IM) (knowledge-oriented IM, goal-oriented IM, and IM to experience stimulation), the three types of extrinsic motivation (EM) (external regulation, introjected regulation, and identified regulation), and demotivation. For the internal consistency analysis, Cronbach’s alpha coefficient, whose value is acceptable and significant from a statistical point of view (α = 0.91), was used. Data were subjected to descriptive and inferential analyses via SPSS 23.0 software and results show significant differences among the variables studied regarding the students’ learning mode. The discussion revolves around the possible implications of students’ motivational profiles for learning.
Descripción
This is an Accepted Manuscript of an article published by Common Ground in "The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18", available at: https://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
Este es el manuscrito aceptado del artículo publicado por Common Groun en "The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18", disponible en línea: ttps://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
Categorías UNESCO
Palabras clave
Intrinsic Motivation, Extrinsic Motivation, Demotivation, Learning Foreign Language
Citación
Arrosagaray, M., González-Peiteado, M., Pino-Juste, M. and Rodríguez-López, B. (2022). Adult Students’ Motivational Profiles in Classroom, Blended, and Distance Language Learning. The International Journal of Adult, Community, and Professional Learning, 30.1 págs. 3-18. https://doi.org/10.18848/2328-6318/CGP/v30i01/1-16
Centro
Facultad de Filología
Departamento
Filologías Extranjeras y sus Lingüísticas