Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model

diagramas, tablas

Autores:: Barrero Molina, Lina Beatriz

Tipo de recurso:

Fecha de publicación:: 2021

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: eng

id	UNACIONAL2_0e6bdac4afdb61596092b58642f5f045
oai_identifier_str	oai:repositorio.unal.edu.co:unal/79483
network_acronym_str	UNACIONAL2
network_name_str	Universidad Nacional de Colombia
repository_id_str
dc.title.eng.fl_str_mv	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
dc.title.translated.spa.fl_str_mv	Motivación en estudiantes Colombianos universitarios aprendiendo inglés como lengua extranjera usando la Teoría de la Expectativa y el Valor y el Modelo Socio Educacional
title	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
spellingShingle	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model 100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados Motivation English as a Foreign Language Perceptions EVT AMTB Experiences Motivación Inglés como Lengua Extranjera Percepciones Experiencias Enseñanza de idiomas Language instruction Enseñanza de una segunda lengua Foreign language instruction
title_short	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
title_full	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
title_fullStr	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
title_full_unstemmed	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
title_sort	Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model
dc.creator.fl_str_mv	Barrero Molina, Lina Beatriz
dc.contributor.advisor.none.fl_str_mv	Cárdenas, Melba Libia Parra-Martinez, Fabio Andrés
dc.contributor.author.none.fl_str_mv	Barrero Molina, Lina Beatriz
dc.subject.ddc.spa.fl_str_mv	100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados
topic	100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionados Motivation English as a Foreign Language Perceptions EVT AMTB Experiences Motivación Inglés como Lengua Extranjera Percepciones Experiencias Enseñanza de idiomas Language instruction Enseñanza de una segunda lengua Foreign language instruction
dc.subject.proposal.eng.fl_str_mv	Motivation English as a Foreign Language Perceptions EVT AMTB Experiences
dc.subject.proposal.spa.fl_str_mv	Motivación Inglés como Lengua Extranjera Percepciones Experiencias
dc.subject.unesco.none.fl_str_mv	Enseñanza de idiomas Language instruction Enseñanza de una segunda lengua Foreign language instruction
description	diagramas, tablas
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-05-06T16:06:36Z
dc.date.available.none.fl_str_mv	2021-05-06T16:06:36Z
dc.date.issued.none.fl_str_mv	2021-04
dc.type.spa.fl_str_mv	Trabajo de grado - Maestría
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/masterThesis
dc.type.version.spa.fl_str_mv	info:eu-repo/semantics/acceptedVersion
dc.type.content.spa.fl_str_mv	Text
dc.type.redcol.spa.fl_str_mv	http://purl.org/redcol/resource_type/TM
status_str	acceptedVersion
dc.identifier.uri.none.fl_str_mv	https://repositorio.unal.edu.co/handle/unal/79483
dc.identifier.instname.spa.fl_str_mv	Universidad Nacional de Colombia
dc.identifier.reponame.spa.fl_str_mv	Repositorio Institucional Universidad Nacional de Colombia
dc.identifier.repourl.spa.fl_str_mv	https://repositorio.unal.edu.co/
url	https://repositorio.unal.edu.co/handle/unal/79483 https://repositorio.unal.edu.co/
identifier_str_mv	Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia
dc.language.iso.spa.fl_str_mv	eng
language	eng
dc.relation.references.spa.fl_str_mv	Al-Sohbani, Y. A. Y. (2015). Metacognitive Reading Strategies Use by Yemeni EFL Undergraduate University Students. Journal of Teaching and Teacher Education, 1(01), 33–42. https://www.researchgate.net/publication/285596890_Metacognitive_Reading_Strategies_Use_by_Yemeni_EFL_Undergraduate_University_Students Al-Tamimi, A., Shuib, M., & My, M. (2009). Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology. GEMA Online Journal of Language Studies, 9(2). http://www.mom.gov.ye/ar/news_53.htm Alexander, D., Chant, D., & Cox, B. (1994). What Motivates People to Become Teachers. Australian Journal of Teacher Education, 19(2), 5. https://doi.org/10.14221/ajte.1994v19n2.4 Allen, M. (2017). The SAGE Encyclopedia of Communication Research Methods. In The SAGE Encyclopedia of Communication Research Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781483381411 Amabile, T. M., Hil, K. G., Hennessey, B. A., & Tighe, E. M. (1995). “The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations”: Correction. Journal of Personality and Social Psychology, 68(4), 580–580. https://doi.org/10.1037/0022-3514.68.4.580 Archambault, I., Eccles, J. S., & Vida, M. N. (2010). Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12. Journal of Educational Psychology, 102(4), 804–816. https://doi.org/10.1037/a0021075 Arens, A. K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111(4), 663–684. https://doi.org/10.1037/edu0000313 Arteaga, J. A. B. (2006). A Framework to Understanding Motivation in the TESOL Field. Profile: Issues in Teachers’ Professional Development, 7(1), 147–159. https://revistas.unal.edu.co/index.php/profile/article/view/11002 Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64(6), 359–372. Atkinson, J. W. (1964). An Introduction to Motivation. Van Nostrand. Bailey, K. (1994). Methods of social research. The Free Press. Ball, C., Huang, K.-T., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication & Society, 19(5), 618–638. Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215. Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman. Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children ? s Aspirations and Career Trajectories. Child Development, 72(1), 187–206. Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56–75. https://doi.org/10.1016/S0001-8791(02)00037-4 Bernaus, M. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/Digibug.31869 Brewer, J., & Hunter, A. (1989). Multimethod research: A Synthesis of styles. Sage. Brophy, J. (1999). Perspectives of Classroom Management: Yesterday, Today and Tomorrow. In H. J. Freiberg & J. E. Brophy (Eds.), Beyond Behaviourism: Changing the Classroom Management Paradigm. Allyn & Bacon. Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97–113. https://doi.org/10.1177/1468794106058877 Buendía, X. P. (2015). A comparison of Chinese and Colombian university EFL students regarding learner autonomy/Comparacion entre estudiantes universitarios de ingles chinos y colombianos con respecto a su autonomia como aprendices. Revista PROFILE Issues in Teachers’ Professional Development VO - 17, 17(1), 35–53. http://ezproxy.unal.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgii&AN=edsgcl.400956358&lang=es&site=eds-live Cárdenas, M. L. (2006). Bilingual Colombia: Are we ready for it? What is needed? https://www.researchgate.net/publication/238773867 Carroll, L. (1865). Alice’s Adventures in Wonderland. [[Macmillan Publishers\|Macmillan]]. Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Papers. Revista de Sociologia, 86, 284. https://doi.org/10.5565/rev/papers/v86n0.825 Cocca, M., Pérez García, J. A., Zamarripa, J. I., Demetriou, Y., & Cocca, A. (2017). Psychometric parameters of the attitude/motivation test battery instrument in a mexican environment. Revista de Psicología Del Deporte, 26(2), 149–155. http://www.redalyc.org/articulo.oa?id=235152045021 Cohen, L., Manion, L., & Morrison, K. (2007a). Research Methods in. In Education And Training (Sixth, Issue August). Routledge/Taylor & Francis Group. Cohen, L., Manion, L., & Morrison, K. (2007b). Research Methods in Education (6th ed.). Routledge Falmer. Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In The Minnesota symposia on child psychology (pp. 43–77). Lawrence Erlbaum Associates, Inc. https://psycnet.apa.org/record/1991-97029-002 Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593 Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - - Google Libros (4th ed.). SAGE Publications, Inc. https://books.google.com.co/books/about/Research_Design.html?id=4uB76IC_pOQC&redir_esc=y Creswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (3rd ed.). Sage. Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15–35). Cambridge University Press. Deci, E., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum. Dickens, C. (1859). A tale of Two Cities. Chapman & Hall. https://archive.org/details/taleoftwocities00dick_0 Dickens, C. (1861). Great Expectations (First). Chapman and Hall. https://archive.org/details/greatexpectation01dick Dweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Psychology Press. Eccles, J. S. (2005). Subjective Task Values and the Eccles et al. model of achievement related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press. Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., & Midgley, C. (1983). Expectancies, Values and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches (pp. 75–146). Freeman. Eccles, J. S., & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.), Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. (pp. 3–29). Trillium. Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescent achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225. Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs , Values , and Goals. Annual Review Psychology, 53, 109–132. Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child phychology: Social, emotional, and personality development (pp. 1017–1095). Wiley. EF-EPI English Proficiency Index. (2020). https://www.ef.com.co/epi/ Ezzy, D. (2002). Qualitative analysis, practice and innovation. Routledge. Fan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31(2), 157–175. https://doi.org/10.1080/01443410.2010.536525 Fandiño Parra, Y. J., Bermúdez Jiménez, J. R., & Lugo Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Educación y Educadores, 15(3), 363–381. Feather, N. T. (1988). Values, valences, and course enrollment: testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology, 80(3), 381–391. Findley, M. J., & Cooper, H. M. (1983). Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology, 44(2), 419–427. https://doi.org/10.1037/0022-3514.44.2.419 Flake, J., Barron, K., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244. Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edwrd Arnold. Gardner, R. C. (2001). Integrative Motivation and Second Language Acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1–19). The University of Hawaii, Second Language Teaching and Curriculum Center. Gardner, R. C. (2004). Attitude / Motivation Test Battery : International AMTB Research Project. The University of Western Ontario, http://publish.uwo.ca/~gardner/docs/englishamtb.pd. Gardner, R. C. (2006). The socio-educational model of Second Language Acquisition. EUROSLA Yearbook, 6(1), 237–260. https://doi.org/10.1075/eurosla.6.14gar Gardner, R. C. (2008). Individual differences in second and foreign language learning. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (Vol. 4, pp. 29–40). Gardner, R. C. (2010). Motivation and second language acquisition. The socioeducational model. Peter Lang Publishing, Inc. Gardner, R. C. (2005). Integrative motivation and second language acquisition (Canadian Linguistics Association (Ed.)). Joint plenary talk at Canadian Association of Applied Linguistics. Gardner, R. C., & MacIntyre, P. D. (1993). On the Measurement of Affective Variables in Second Language Learning. Language Learning, 43(2), 157–194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.x Gaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/10.1037/edu0000003 George, D., & Mallery, P. (2003). SPSS for Windows step by step: A Simple Guide and Reference. (4th ed.). Allyn & Bacon. Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75–92. Guerrero, M. (2015). Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia. How, 22(1), 95–106. https://doi.org/10.19183/how.22.1.135 Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008 Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312. Harter, S. (1990). Self and Identity Development. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold The Developing Adolescent (pp. 352–387). MA Harvard University. -. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=2431929 Hernández Méndez, G. (2011). Miradas docentes… percepciones estudiantiles. Revista Docencia e Investigación, 21, 71–88. Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70(2), 151–179. https://doi.org/10.3102%2F00346543070002151 Hidi, S., & Renninger, K. A. (2006). The Four -phase Model of Interest Development. Educationl Psychologyst, 41(2), 111–127. Higgins, E. T. (2007). Value. In A. W. Kruglanski & E. . Higgins (Eds.), Social Psychology Handbook of Basic Principles (2nd ed., pp. 454–472). Guilford. Hulleman, C., Kosovich, J. L., Barron, K., & Daniel, D. B. (2017). Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 387–404. Janesick, V. J. (1999). Journal Writing as a Qualitative Research Technique: History, Issues, and Reflections. Qualitative Inquiry, 5. Johansson, R. (2003). Case Study Methodology. Johnson, R. B., & Onwuegbuzie, A. J. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224 Kitjaroonchai, N. (2013). Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22. https://doi.org/10.11648/j.ijll.20130101.14 Kohn, L. T. (1997). Methods in case study analysis. In Center for Studying Health System Change Technical Publication No 2. Krueger, R. A. (1988). Focus groups: A practical guide for applied research. SAGE Publications, Inc. Lewin, K. (1938). The conceptual representation and measuremet of psychological forces. In Contributions to Psychological Theory (Vol. 1, Issue 4). Duke University. Lincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. American Educational Research Association Annual Meeting, 1–31. Loh, E. K. Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 102–119. https://doi.org/https://doi.org/10.1016/j.system.2019.102119 Lopera Medina, S. (2014). Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality. PROFILE Issues in Teachers’ Professional Development, 16(1), 89–104. https://doi.org/10.15446/profile.v16n1.36939 Macías, D. F. (2010). Considering new perspectives in ELT in Colombia : From EFL to ELF consideración de nuevas perspectivas en la enseñanza del inglés en Colombia : del inglés como lengua extranjera al inglés como lengua franca. December 2010, 181–194. Macintyre, P., & Blackie, R. A. (2012). Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French. System, 40(4), 533–543. https://doi.org/10.1016/j.system.2012.10.014 Marsh, H. W. (1989). Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood. Journal of Educational Psychology, 81(3), 417–430. https://doi.org/10.1037/0022-0663.81.3.417 Marshall, C., & Rossman, G. (2006). Designing Qualitative Research (4th ed.). Sage. Matsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12(4), 353–369. https://doi.org/10.1007/BF00992359 Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students’ Beliefs. www.engr.washington.edu/caee McCarthy, C. (2006). The Road. Alfred A. Knopf. McDonough, S. H. (1981). Psychology in Foreign Language Teaching. McDonough, S. H. (2007). Motivation in ELT. ELT Journal, 61(4), 369–371. https://doi.org/10.1093/elt/ccm056 Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass. Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.01.006 Minera Reyna, L. E. (2009). El papel de la motivación y las actitudes en el aprendizaje de ELE en un contexto de enseñanza formal para adultos alemanes. In Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Issue 6). https://doi.org/10.26378/RNLAEL06120 Ministerio de Educación Nacional de Colombia. (n.d.). Programa Nacional de Bilinguismo 2004 - 2019. Ministerio de Educación Nacional de Colombia. (2013). https://www.mineducacion.gov.co/1759/w3-article-317610.html?_noredirect=1 Morgan, D. L. (1988). Focus groups as qualitative research. SAGE Publications, Inc. Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194–210. Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295X.91.3.328 Nishanthi, R. (2018). The Importance of Learning English in Today World. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061 Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543 Patton, M. Q. (1980). Qualitative Evaluation Methods. SAGE Publications. Pekrun, R. (2000). A Social-Cognitive, Control-Value Theory of Achievement Emotions \| Re. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163). Elsevier Science. https://www.researchgate.net/publication/251455348_A_Social-Cognitive_Control-Value_Theory_of_Achievement_Emotions Pekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101, 115–135. Peña Dix, B. (2013). Motivation and The Concept of Self-Regulation: Theory and Implications for English Language Teaching and Learning in Colombia. Voces y Silencios. Revista Latinoamericana de Educación, 4(1), 71–85. https://doi.org/10.18175/vys4.1.2013.04 Perez, T., Cromley, J. G., & Kaplan, A. (2014). The Role of Identity Development, Values, and Costs in College STEM Retention. Journal of Educational Psychology, 106(1), 315–329. Pintrich, P. R., & De Groot, E. V. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667 Pitts, J. M. (1994). Personal understandings and mental models of information: a qualitative study offactors associated with the information-seeking and use of adolescents. Florida State University. Quintero, Á. P., & Pinzón, L. (2012). El Programa Nacional de Bilingüismo percepciones de una política pública en universidades [Pontificia Universidad Javeriana]. http://repository.javeriana.edu.co/handle/10554/12322 Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40(1), 31–35. Rehman, A., Bilal, H. A., Sheikh, A. M., Bibi, N., & Nawaz, A. (2014). The Role of Motivation in Learning English Language for Pakistani Learners. Undefined. Rendón Salas, L., & Ferreira, Y. (2013). Perfil Motivacional Y Actitud Hacia El Aprendizaje De La Lengua Aymara. Ajayu, 11(1), 91–108. Robson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner-Researchers (2nd ed.). Blackwell Publishing. Ruble, D. N. (1983). The development of social comparison processes and their role in achievement-related self-socialization. In E. T. Higgins, D. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development: A sociocultural perspective (pp. 134–157). Cambridge University Press. Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020 Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. - PsycNET. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 171–195). Routledge/Taylor & Francis Group. https://psycnet.apa.org/record/2009-24219-009 Sánchez, A. C., & Obando, G. V. (2008). Is Colombia Ready for “Bilingualism”? Profile: Issues in Teachers’ Professional Development, 9(1), 181–195. https://revistas.unal.edu.co/index.php/profile/article/view/10715 Sandoval-Pineda, A. (2011). Attitude , Motivation and English Language Learning in a Mexican College Context In the Graduate College. The University of Arizona. Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press. Schiefele, U. (1999). Interest and Learning From Text. Scientific Studies of Reading, 3(3), 257–279. https://doi.org/10.1207/s1532799xssr0303_4 Schunk, D. H. S. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25, 71–86. http://www.tandf.co.uk/journals/ Scott, C., & Medaugh, M. (2017). Axial Coding. In The International Encyclopedia of Communication Research Methods (pp. 1–2). Wiley. https://doi.org/10.1002/9781118901731.iecrm0012 Shenton, A. K. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22(2), 63–75. Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction (2nd ed.). Sage. Soza Roldán, S. (2013). Amtb Chile. Informe Técnico Inacap Temuco 2008: Motivación Y Notas En Inglés. Revista de Estudios y Experiencias En Educación, 12(24), 161–179. Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135–1148. https://doi.org/10.1037/a0028115 Stevenson, R. L. (1883). Treasure Island. In A Robert Louis Stevenson Companion. Cassell and Company. https://doi.org/10.1007/978-1-349-06080-1_6 Tahaineh, Y., & Daana, H. (2013). Jordanian Undergraduates’ Motivations and Attitudes towards Learning English in EFL Context. International Review of Social Sciences and Humanities, 4, 159–180. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=1893430 Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. In SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed.). SAGE Publications, Inc. https://doi.org/10.4135/9781506335193 Tolman, E. C., Hall, C. S., & Bretnall, E. P. (1932). A disproof of the law of effect and a substitution of the laws of emphasis, motivation and disruption. Journal of Experimental Psychology, 15(6), 601–614. https://doi.org/10.1037/h0073609 Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763–777. https://doi.org/10.1037/a0027470 Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5, 54–61. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=476558 Vicary, S., Young, A., & Hicks, S. (2016). A reflective journal as learning process and contribution to quality and validity in Interpretative Phenomenological Analysis. Qualitative Social Work, 16(4), 550–565. Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4). https://doi.org/10.1037/0033-295X.92.4.548 Weisz, J. R., Rothbaum, F. M., & Blackburn, T. C. (1984). Standing out and standing in: The psychology of control in America and Japan. American Psychologist, 39(9), 955–969. https://doi.org/10.1037/0003-066X.39.9.955 Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A development perspective. Educational Psychologist, 6(1), 49–78. Wigfield, A., & Cambria, J. (2010). Students’ Achievement Values, Goal Orientations, and Interest Definitions, Development, and Relations to Achievement Outcomes. Developmental Review, 30, 1–35. https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=2133092 Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015 Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The Development of Children’s Motivation in School Contexts. Review of Research in Education, 23, 73. https://doi.org/10.2307/1167288 Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2007). Development of Achievement Motivation. In Handbook of Child Psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0315 Wigfield, A., Harold, R. D., Freedman-Doan, C., Eccles, J. S., Yoon, K. S., Arbreton, A. J. A., & Blumenfeld, P. C. (1997). Change in Children’s Competence Beliefs and Subjective Task Values Across the Elementary School Years: A 3-Year Study. Journal of Educational Psychology, 89(3), 451–469. https://doi.org/10.1037/0022-0663.89.3.451 Wigfield, A., Tonks, S. M., & Klauda, S. (2016). Expectancy-value theory. January 2016, 55–75. Wigifield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35. Wigifield, A., & Eccles, J. S. (1992). The Development of Achievement Task Values: A Theoreticalanalysis. Developmental Review, 12, 265–310. Winne, P. H., & Marx, R. W. (1989). A cognitive processing analysis of motivation with classroom tasks. Research on Motivation in Education, 3, 223–257. Xiang, P., Mcbride, R., & Guan, J. (2003). Children’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25–35. Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage. Zimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/b978-012109890-2/50031-7 Zuleta, E. (2006). Educación y Democracia: un campo de combate (Seventh). Hombre Nuevo Editores.
dc.rights.coar.fl_str_mv	http://purl.org/coar/access_right/c_abf2
dc.rights.license.spa.fl_str_mv	Atribución-NoComercial-SinDerivadas 4.0 Internacional
dc.rights.uri.spa.fl_str_mv	http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.spa.fl_str_mv	info:eu-repo/semantics/openAccess
rights_invalid_str_mv	Atribución-NoComercial-SinDerivadas 4.0 Internacional http://creativecommons.org/licenses/by-nc-nd/4.0/ http://purl.org/coar/access_right/c_abf2
eu_rights_str_mv	openAccess
dc.format.extent.spa.fl_str_mv	1 recurso en línea (188 páginas)
dc.format.mimetype.spa.fl_str_mv	application/pdf
dc.publisher.spa.fl_str_mv	Universidad Nacional de Colombia
dc.publisher.program.spa.fl_str_mv	Bogotá - Ciencias Humanas - Maestría en Educación
dc.publisher.department.spa.fl_str_mv	Instituto de Investigación en Educación -IEDU-
dc.publisher.faculty.spa.fl_str_mv	Facultad de Ciencias Humanas
dc.publisher.place.spa.fl_str_mv	Bogotá
dc.publisher.branch.spa.fl_str_mv	Universidad Nacional de Colombia - Sede Bogotá
institution	Universidad Nacional de Colombia
bitstream.url.fl_str_mv	https://repositorio.unal.edu.co/bitstream/unal/79483/2/license.txt https://repositorio.unal.edu.co/bitstream/unal/79483/1/1077147452_2021.pdf https://repositorio.unal.edu.co/bitstream/unal/79483/3/license_rdf https://repositorio.unal.edu.co/bitstream/unal/79483/4/1077147452_2021.pdf.jpg
bitstream.checksum.fl_str_mv	cccfe52f796b7c63423298c2d3365fc6 1b30bbe4b0a2d257568ce05a1d3adb00 4460e5956bc1d1639be9ae6146a50347 5fa17b7bc19d6482178a6f9e03b23990
bitstream.checksumAlgorithm.fl_str_mv	MD5 MD5 MD5 MD5
repository.name.fl_str_mv	Repositorio Institucional Universidad Nacional de Colombia
repository.mail.fl_str_mv	repositorio_nal@unal.edu.co
_version_	1814089857304100864
spelling	Atribución-NoComercial-SinDerivadas 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Cárdenas, Melba Libiabe1b62a4d14d5d05270c426b7f207dedParra-Martinez, Fabio Andrés0f2839a38e365f9a5eb334207bdbdce5Barrero Molina, Lina Beatriz548f56e822424b6d638d30e42d2af1b92021-05-06T16:06:36Z2021-05-06T16:06:36Z2021-04https://repositorio.unal.edu.co/handle/unal/79483Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/diagramas, tablasMotivation is a tenet of the English as a Foreign Language (EFL) learning process. Undergraduates at the National University must have a fulfill a required English proficiency level in order to graduate. The University has a mandatory EFL Program to fulfill the basic required level. Additionally, there are elective advanced EFL courses for students who have fulfilled the language requirement. This study examines students’ motivations and how motivation, perceptions, and experiences affect students’ academic success in the EFL programs. This study explores the differences between the two types of EFL programs. This is a multistage mixed-methods study. In the quantitative phase, 403 participants responded to two motivation questionnaires: The S- Attitude/Motivation Test Battery; the Expectancy Value Questionnaire. The qualitative phase included focus group interviews with 24 participants and the teacher-researcher journal. Data were analyzed using inferential statistics and content analysis. Results show that students are mainly motivated by Instrumental Motivations. Prior experiences played a meaningful role and affected students’ perceptions of the English class and willingness to study English. Negative experiences were found to be detrimental to students’ motivation and perceptions of ability. Teachers and native speakers played an important role in the development of students’ perceptions and experiences in the EFL learning process. There were sharp differences between the two EFL programs: socioeconomic differences created inequities and affected students’ ability perceptions and academic success and levels of motivation were higher for the Elective Program. Implications of these findings are discussed. Suggestions for program improvement and students’ motivations are provided. Future research and intervention studies are also proposed to improve EFL programs at the University and reducing the inequity gap.La motivación es parte fundamental del proceso de aprendizaje del inglés como lengua extranjera (ILE). Los estudiantes de pregrado de la Universidad Nacional deben tener determinado un nivel de competencia en inglés para poder graduarse. La Universidad tiene un programa obligatorio ILE (Inglés como lengua extranjera) para alcanzar el nivel básico requerido. Además, hay asignaturas electivas de inglés como lengua extranjera avanzada para estudiantes que cumplen con el requisito de idioma. Este estudio tuvo como objetivo examinar las motivaciones de los estudiantes y la forma en que estas motivaciones, sumado a las percepciones y las experiencias previas afectan el éxito académico de los estudiantes en los programas de ILE. Asimismo, exploró las diferencias entre los dos programas de inglés como lengua extranjera que ofrece la Universidad. Este es un estudio de métodos mixtos de varias etapas. En la fase cuantitativa, 403 participantes respondieron a dos cuestionarios de motivación: el S- Attitude/Motivation Test Battery; y el Expectancy Value Questionnaire. La fase cualitativa incluyó entrevistas a grupos focales con 24 participantes y el diario de campo de la docente investigadora. Los datos se analizaron mediante estadísticas inferenciales y análisis de contenido. Los resultados revelaron que los estudiantes están motivados principalmente por motivaciones instrumentales y que las experiencias previas juegan un papel significativo y afectan las percepciones de los estudiantes y la voluntad de estudiar inglés. Se descubrió que las experiencias negativas son perjudiciales para la motivación y la percepción de capacidad de los estudiantes. Los profesores y los hablantes nativos desempeñan un papel importante en el desarrollo de las percepciones y experiencias de los estudiantes en el proceso de aprendizaje del inglés como lengua extranjera. Hay grandes diferencias entre los estudiantes de los dos programas de inglés como lengua extranjera; específicamente, las diferencias socioeconómicas generaron desigualdades y afectaron la percepción de las habilidades de los estudiantes y el éxito académico, también, los niveles de motivación del grupo electivo fueron mayores. Se discuten las implicaciones de estos hallazgos. Se brindan recomendaciones para mejorar el programa y las motivaciones de los estudiantes. Asimismo, se proponen futuras investigaciones y estudios de intervención para mejorar los programas de inglés como lengua extranjera en la Universidad y reducir la brecha de inequidad.MaestríaThis is a multistage mixed-methods study. In the quantitative phase, 403 participants responded to two motivation questionnaires: The S- Attitude/Motivation Test Battery; the Expectancy Value Questionnaire. The qualitative phase included focus group interviews with 24 participants and the teacher-researcher journal. Data were analyzed using inferential statistics and content analysis.Ciencias sociales y educación1 recurso en línea (188 páginas)application/pdfengUniversidad Nacional de ColombiaBogotá - Ciencias Humanas - Maestría en EducaciónInstituto de Investigación en Educación -IEDU-Facultad de Ciencias HumanasBogotáUniversidad Nacional de Colombia - Sede Bogotá100 - Filosofía y Psicología::107 - Educación, investigación, temas relacionadosMotivationEnglish as a Foreign LanguagePerceptionsEVTAMTBExperiencesMotivaciónInglés como Lengua ExtranjeraPercepcionesExperienciasEnseñanza de idiomasLanguage instructionEnseñanza de una segunda lenguaForeign language instructionMotivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational ModelMotivación en estudiantes Colombianos universitarios aprendiendo inglés como lengua extranjera usando la Teoría de la Expectativa y el Valor y el Modelo Socio EducacionalTrabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAl-Sohbani, Y. A. Y. (2015). Metacognitive Reading Strategies Use by Yemeni EFL Undergraduate University Students. Journal of Teaching and Teacher Education, 1(01), 33–42. https://www.researchgate.net/publication/285596890_Metacognitive_Reading_Strategies_Use_by_Yemeni_EFL_Undergraduate_University_StudentsAl-Tamimi, A., Shuib, M., & My, M. (2009). Motivation And Attitudes Towards Learning English: A Study Of Petroleum Engineering Undergraduates At Hadhramout University Of Sciences And Technology. GEMA Online Journal of Language Studies, 9(2). http://www.mom.gov.ye/ar/news_53.htmAlexander, D., Chant, D., & Cox, B. (1994). What Motivates People to Become Teachers. Australian Journal of Teacher Education, 19(2), 5. https://doi.org/10.14221/ajte.1994v19n2.4Allen, M. (2017). The SAGE Encyclopedia of Communication Research Methods. In The SAGE Encyclopedia of Communication Research Methods. SAGE Publications, Inc. https://doi.org/10.4135/9781483381411Amabile, T. M., Hil, K. G., Hennessey, B. A., & Tighe, E. M. (1995). “The Work Preference Inventory: Assessing intrinsic and extrinsic motivational orientations”: Correction. Journal of Personality and Social Psychology, 68(4), 580–580. https://doi.org/10.1037/0022-3514.68.4.580Archambault, I., Eccles, J. S., & Vida, M. N. (2010). Ability Self-Concepts and Subjective Value in Literacy: Joint Trajectories From Grades 1 Through 12. Journal of Educational Psychology, 102(4), 804–816. https://doi.org/10.1037/a0021075Arens, A. K., Schmidt, I., & Preckel, F. (2019). Longitudinal relations among self-concept, intrinsic value, and attainment value across secondary school years in three academic domains. Journal of Educational Psychology, 111(4), 663–684. https://doi.org/10.1037/edu0000313Arteaga, J. A. B. (2006). A Framework to Understanding Motivation in the TESOL Field. Profile: Issues in Teachers’ Professional Development, 7(1), 147–159. https://revistas.unal.edu.co/index.php/profile/article/view/11002Atkinson, J. W. (1957). Motivational determinants of risk taking behavior. Psychological Review, 64(6), 359–372.Atkinson, J. W. (1964). An Introduction to Motivation. Van Nostrand.Bailey, K. (1994). Methods of social research. The Free Press.Ball, C., Huang, K.-T., Cotten, S. R., Rikard, R. V., & Coleman, L. O. (2016). Invaluable values: an expectancy-value theory analysis of youths’ academic motivations and intentions. Information, Communication & Society, 19(5), 618–638.Bandura, A. (1977). Self-efficacy: Toward a Unifying Theory of Behavioral Change. Psychological Review, 84(2), 191–215.Bandura, A. (1997). Self-Efficacy: The Exercise of Control. Freeman.Bandura, A., Barbaranelli, C., Caprara, G. V., & Pastorelli, C. (2001). Self-Efficacy Beliefs as Shapers of Children ? s Aspirations and Career Trajectories. Child Development, 72(1), 187–206.Battle, A., & Wigfield, A. (2003). College women’s value orientations toward family, career, and graduate school. Journal of Vocational Behavior, 62(1), 56–75. https://doi.org/10.1016/S0001-8791(02)00037-4Bernaus, M. (2009). Teachers’ motivation, classroom strategy use, students’ motivation and second language achievement. Porta Linguarum Revista Interuniversitaria de Didáctica de Las Lenguas Extranjeras. https://doi.org/10.30827/Digibug.31869Brewer, J., & Hunter, A. (1989). Multimethod research: A Synthesis of styles. Sage.Brophy, J. (1999). Perspectives of Classroom Management: Yesterday, Today and Tomorrow. In H. J. Freiberg & J. E. Brophy (Eds.), Beyond Behaviourism: Changing the Classroom Management Paradigm. Allyn & Bacon.Bryman, A. (2006). Integrating quantitative and qualitative research: How is it done? Qualitative Research, 6(1), 97–113. https://doi.org/10.1177/1468794106058877Buendía, X. P. (2015). A comparison of Chinese and Colombian university EFL students regarding learner autonomy/Comparacion entre estudiantes universitarios de ingles chinos y colombianos con respecto a su autonomia como aprendices. Revista PROFILE Issues in Teachers’ Professional Development VO - 17, 17(1), 35–53. http://ezproxy.unal.edu.co/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=edsgii&AN=edsgcl.400956358&lang=es&site=eds-liveCárdenas, M. L. (2006). Bilingual Colombia: Are we ready for it? What is needed? https://www.researchgate.net/publication/238773867Carroll, L. (1865). Alice’s Adventures in Wonderland. [[Macmillan Publishers\|Macmillan]].Charmaz, K. (2006). Constructing Grounded Theory: A Practical Guide Through Qualitative Analysis. Papers. Revista de Sociologia, 86, 284. https://doi.org/10.5565/rev/papers/v86n0.825Cocca, M., Pérez García, J. A., Zamarripa, J. I., Demetriou, Y., & Cocca, A. (2017). Psychometric parameters of the attitude/motivation test battery instrument in a mexican environment. Revista de Psicología Del Deporte, 26(2), 149–155. http://www.redalyc.org/articulo.oa?id=235152045021Cohen, L., Manion, L., & Morrison, K. (2007a). Research Methods in. In Education And Training (Sixth, Issue August). Routledge/Taylor & Francis Group.Cohen, L., Manion, L., & Morrison, K. (2007b). Research Methods in Education (6th ed.). Routledge Falmer.Connell, J. P., & Wellborn, J. G. (1991). Competence, autonomy, and relatedness: A motivational analysis of self-system processes. In The Minnesota symposia on child psychology (pp. 43–77). Lawrence Erlbaum Associates, Inc. https://psycnet.apa.org/record/1991-97029-002Corbin, J. M., & Strauss, A. (1990). Grounded theory research: Procedures, canons, and evaluative criteria. Qualitative Sociology, 13(1), 3–21. https://doi.org/10.1007/BF00988593Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches - - Google Libros (4th ed.). SAGE Publications, Inc. https://books.google.com.co/books/about/Research_Design.html?id=4uB76IC_pOQC&redir_esc=yCreswell, J. W., & Plano Clark, V. L. (2011). Designing and Conducting Mixed Methods Research (3rd ed.). Sage.Csikszentmihalyi, M. (1988). The flow experience and its significance for human psychology. In M. Csikszentmihalyi & I. S. Csikszentmihalyi (Eds.), Optimal experience: Psychological studies of flow in consciousness (pp. 15–35). Cambridge University Press.Deci, E., & Ryan, R. M. (1985). Intrinsic Motivation and Self-Determination in Human Behavior. Plenum.Dickens, C. (1859). A tale of Two Cities. Chapman & Hall. https://archive.org/details/taleoftwocities00dick_0Dickens, C. (1861). Great Expectations (First). Chapman and Hall. https://archive.org/details/greatexpectation01dickDweck, C. S. (1999). Self-Theories: Their Role in Motivation, Personality, and Development. Psychology Press.Eccles, J. S. (2005). Subjective Task Values and the Eccles et al. model of achievement related choices. In A. J. Elliot & C. S. Dweck (Eds.), Handbook of competence and motivation (pp. 105–121). Guilford Press.Eccles, J. S., Adler, T. F., Futterman, R., Goff, S. B., Kaczala, C. M., Meece, J., & Midgley, C. (1983). Expectancies, Values and Academic Behaviors. In J. T. Spence (Ed.), Achievement and Achievement Motives: Psychological and Sociological Approaches (pp. 75–146). Freeman.Eccles, J. S., & Harold, R. D. (1992). Gender differences in educational and occupational patterns among the gifted. In N. Colangelo, S. Assouline, & D. L. Ambroson (Eds.), Talent Development: Proceedings from the 1991 Henry B. and Jocelyn Wallace National Research Symposium on Talent Development. (pp. 3–29). Trillium.Eccles, J. S., & Wigfield, A. (1995). In the mind of the actor: The structure of adolescent achievement task values and expectancy-related beliefs. Personality and Social Psychology Bulletin, 21(3), 215–225.Eccles, J. S., & Wigfield, A. (2002). Motivational Beliefs , Values , and Goals. Annual Review Psychology, 53, 109–132.Eccles, J. S., Wigfield, A., & Schiefele, U. (1998). Motivation to succeed. In W. Damon & N. Eisenberg (Eds.), Handbook of child phychology: Social, emotional, and personality development (pp. 1017–1095). Wiley. EF-EPI English Proficiency Index. (2020). https://www.ef.com.co/epi/Ezzy, D. (2002). Qualitative analysis, practice and innovation. Routledge.Fan, W. (2011). Social influences, school motivation and gender differences: An application of the expectancy-value theory. Educational Psychology, 31(2), 157–175. https://doi.org/10.1080/01443410.2010.536525Fandiño Parra, Y. J., Bermúdez Jiménez, J. R., & Lugo Vásquez, V. E. (2012). Retos del Programa Nacional de Bilingüismo. Educación y Educadores, 15(3), 363–381.Feather, N. T. (1988). Values, valences, and course enrollment: testing the role of personal values within an expectancy-value framework. Journal of Educational Psychology, 80(3), 381–391.Findley, M. J., & Cooper, H. M. (1983). Locus of control and academic achievement: A literature review. Journal of Personality and Social Psychology, 44(2), 419–427. https://doi.org/10.1037/0022-3514.44.2.419Flake, J., Barron, K., Hulleman, C., McCoach, B. D., & Welsh, M. E. (2015). Measuring cost: The forgotten component of expectancy-value theory. Contemporary Educational Psychology, 41, 232–244.Gardner, R. C. (1985). Social Psychology and Second Language Learning: The Role of Attitudes and Motivation. Edwrd Arnold.Gardner, R. C. (2001). Integrative Motivation and Second Language Acquisition. In Z. Dörnyei & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 1–19). The University of Hawaii, Second Language Teaching and Curriculum Center.Gardner, R. C. (2004). Attitude / Motivation Test Battery : International AMTB Research Project. The University of Western Ontario, http://publish.uwo.ca/~gardner/docs/englishamtb.pd.Gardner, R. C. (2006). The socio-educational model of Second Language Acquisition. EUROSLA Yearbook, 6(1), 237–260. https://doi.org/10.1075/eurosla.6.14garGardner, R. C. (2008). Individual differences in second and foreign language learning. In N. Van Deusen-Scholl & N. H. Hornberger (Eds.), Encyclopedia of Language and Education (Vol. 4, pp. 29–40).Gardner, R. C. (2010). Motivation and second language acquisition. The socioeducational model. Peter Lang Publishing, Inc.Gardner, R. C. (2005). Integrative motivation and second language acquisition (Canadian Linguistics Association (Ed.)). Joint plenary talk at Canadian Association of Applied Linguistics.Gardner, R. C., & MacIntyre, P. D. (1993). On the Measurement of Affective Variables in Second Language Learning. Language Learning, 43(2), 157–194. https://doi.org/10.1111/j.1467-1770.1992.tb00714.xGaspard, H., Dicke, A. L., Flunger, B., Schreier, B., Häfner, I., Trautwein, U., & Nagengast, B. (2015). More value through greater differentiation: Gender differences in value beliefs about math. Journal of Educational Psychology, 107(3), 663–677. https://doi.org/10.1037/edu0000003George, D., & Mallery, P. (2003). SPSS for Windows step by step: A Simple Guide and Reference. (4th ed.). Allyn & Bacon.Guba, E. G. (1981). Criteria for assessing the trustworthiness of naturalistic inquiries. Educational Technology Research and Development, 29(2), 75–92.Guerrero, M. (2015). Motivation in Second Language Learning: A Historical Overview and Its Relevance in a Public High School in Pasto, Colombia. How, 22(1), 95–106. https://doi.org/10.19183/how.22.1.135Guo, J., Marsh, H. W., Parker, P. D., Morin, A. J. S., & Yeung, A. S. (2015). Expectancy-value in mathematics, gender and socioeconomic background as predictors of achievement and aspirations: A multi-cohort study. Learning and Individual Differences, 37, 161–168. https://doi.org/10.1016/j.lindif.2015.01.008Harter, S. (1981). A new self-report scale of intrinsic versus extrinsic orientation in the classroom: Motivational and informational components. Developmental Psychology, 17, 300–312.Harter, S. (1990). Self and Identity Development. In S. S. Feldman & G. R. Elliott (Eds.), At the Threshold The Developing Adolescent (pp. 352–387). MA Harvard University. -. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=2431929Hernández Méndez, G. (2011). Miradas docentes… percepciones estudiantiles. Revista Docencia e Investigación, 21, 71–88.Hidi, S., & Harackiewicz, J. M. (2000). Motivating the academically unmotivated: a critical issue for the 21st century. Review of Educational Research, 70(2), 151–179. https://doi.org/10.3102%2F00346543070002151Hidi, S., & Renninger, K. A. (2006). The Four -phase Model of Interest Development. Educationl Psychologyst, 41(2), 111–127.Higgins, E. T. (2007). Value. In A. W. Kruglanski & E. . Higgins (Eds.), Social Psychology Handbook of Basic Principles (2nd ed., pp. 454–472). Guilford.Hulleman, C., Kosovich, J. L., Barron, K., & Daniel, D. B. (2017). Making Connections: Replicating and Extending the Utility Value Intervention in the Classroom. Journal of Educational Psychology, 109(3), 387–404.Janesick, V. J. (1999). Journal Writing as a Qualitative Research Technique: History, Issues, and Reflections. Qualitative Inquiry, 5.Johansson, R. (2003). Case Study Methodology.Johnson, R. B., & Onwuegbuzie, A. J. (2007). Toward a Definition of Mixed Methods Research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224Kitjaroonchai, N. (2013). Motivation Toward English Language Learning of Students in Secondary and High Schools in Education Service Area Office 4, Saraburi Province, Thailand. International Journal of Language and Linguistics, 1(1), 22. https://doi.org/10.11648/j.ijll.20130101.14Kohn, L. T. (1997). Methods in case study analysis. In Center for Studying Health System Change Technical Publication No 2.Krueger, R. A. (1988). Focus groups: A practical guide for applied research. SAGE Publications, Inc.Lewin, K. (1938). The conceptual representation and measuremet of psychological forces. In Contributions to Psychological Theory (Vol. 1, Issue 4). Duke University.Lincoln, Y. S., & Guba, E. G. (1982). Establishing Dependability and Confirmability in Naturalistic Inquiry Through an Audit. American Educational Research Association Annual Meeting, 1–31.Loh, E. K. Y. (2019). What we know about expectancy-value theory, and how it helps to design a sustained motivating learning environment. System, 86, 102–119. https://doi.org/https://doi.org/10.1016/j.system.2019.102119Lopera Medina, S. (2014). Motivation Conditions in a Foreign Language Reading Comprehension Course Offering Both a Web-Based Modality and a Face-to-Face Modality. PROFILE Issues in Teachers’ Professional Development, 16(1), 89–104. https://doi.org/10.15446/profile.v16n1.36939Macías, D. F. (2010). Considering new perspectives in ELT in Colombia : From EFL to ELF consideración de nuevas perspectivas en la enseñanza del inglés en Colombia : del inglés como lengua extranjera al inglés como lengua franca. December 2010, 181–194.Macintyre, P., & Blackie, R. A. (2012). Action control, motivated strategies, and integrative motivation as predictors of language learning affect and the intention to continue learning French. System, 40(4), 533–543. https://doi.org/10.1016/j.system.2012.10.014Marsh, H. W. (1989). Age and Sex Effects in Multiple Dimensions of Self-Concept: Preadolescence to Early Adulthood. Journal of Educational Psychology, 81(3), 417–430. https://doi.org/10.1037/0022-0663.81.3.417Marshall, C., & Rossman, G. (2006). Designing Qualitative Research (4th ed.). Sage.Matsumoto, D., & Sanders, M. (1988). Emotional experiences during engagement in intrinsically and extrinsically motivated tasks. Motivation and Emotion, 12(4), 353–369. https://doi.org/10.1007/BF00992359Matusovich, H., Streveler, R., Loshbaugh, H., Miller, R., & Olds, B. (2008). Will I Succeed in Engineering? Using Expectancy-Value Theory in a Longitudinal Investigation of Students’ Beliefs. www.engr.washington.edu/caeeMcCarthy, C. (2006). The Road. Alfred A. Knopf.McDonough, S. H. (1981). Psychology in Foreign Language Teaching.McDonough, S. H. (2007). Motivation in ELT. ELT Journal, 61(4), 369–371. https://doi.org/10.1093/elt/ccm056Merriam, S. B. (1998). Qualitative research and case study applications in education. Jossey-Bass.Meyer, J., Fleckenstein, J., & Köller, O. (2019). Expectancy value interactions and academic achievement: Differential relationships with achievement measures. Contemporary Educational Psychology, 58, 58–74. https://doi.org/https://doi.org/10.1016/j.cedpsych.2019.01.006Minera Reyna, L. E. (2009). El papel de la motivación y las actitudes en el aprendizaje de ELE en un contexto de enseñanza formal para adultos alemanes. In Revista Nebrija de Lingüística Aplicada a la Enseñanza de Lenguas (Issue 6). https://doi.org/10.26378/RNLAEL06120Ministerio de Educación Nacional de Colombia. (n.d.). Programa Nacional de Bilinguismo 2004 - 2019.Ministerio de Educación Nacional de Colombia. (2013). https://www.mineducacion.gov.co/1759/w3-article-317610.html?_noredirect=1Morgan, D. L. (1988). Focus groups as qualitative research. SAGE Publications, Inc.Mori, S., & Gobel, P. (2006). Motivation and gender in the Japanese EFL classroom. System, 34(2), 194–210.Nicholls, J. G. (1984). Achievement motivation: Conceptions of ability, subjective experience, task choice, and performance. Psychological Review, 91(3), 328–346. https://doi.org/10.1037/0033-295X.91.3.328Nishanthi, R. (2018). The Importance of Learning English in Today World. International Journal of Trend in Scientific Research and Development, Volume-3(Issue-1), 871–874. https://doi.org/10.31142/ijtsrd19061Pajares, F. (1996). Self-Efficacy Beliefs in Academic Settings. Review of Educational Research, 66(4), 543–578. https://doi.org/10.3102/00346543066004543Patton, M. Q. (1980). Qualitative Evaluation Methods. SAGE Publications.Pekrun, R. (2000). A Social-Cognitive, Control-Value Theory of Achievement Emotions \| Re. In J. Heckhausen (Ed.), Motivational psychology of human development: Developing motivation and motivating development (pp. 143–163). Elsevier Science. https://www.researchgate.net/publication/251455348_A_Social-Cognitive_Control-Value_Theory_of_Achievement_EmotionsPekrun, R., Elliot, A. J., & Maier, M. A. (2009). Achievement Goals and Achievement Emotions: Testing a Model of Their Joint Relations With Academic Performance. Journal of Educational Psychology, 101, 115–135.Peña Dix, B. (2013). Motivation and The Concept of Self-Regulation: Theory and Implications for English Language Teaching and Learning in Colombia. Voces y Silencios. Revista Latinoamericana de Educación, 4(1), 71–85. https://doi.org/10.18175/vys4.1.2013.04Perez, T., Cromley, J. G., & Kaplan, A. (2014). The Role of Identity Development, Values, and Costs in College STEM Retention. Journal of Educational Psychology, 106(1), 315–329.Pintrich, P. R., & De Groot, E. V. (2003). A Motivational Science Perspective on the Role of Student Motivation in Learning and Teaching Contexts. Journal of Educational Psychology, 95(4), 667–686. https://doi.org/10.1037/0022-0663.95.4.667Pitts, J. M. (1994). Personal understandings and mental models of information: a qualitative study offactors associated with the information-seeking and use of adolescents. Florida State University.Quintero, Á. P., & Pinzón, L. (2012). El Programa Nacional de Bilingüismo percepciones de una política pública en universidades [Pontificia Universidad Javeriana]. http://repository.javeriana.edu.co/handle/10554/12322Reeve, J. (2016). A grand theory of motivation: Why not? Motivation and Emotion, 40(1), 31–35.Rehman, A., Bilal, H. A., Sheikh, A. M., Bibi, N., & Nawaz, A. (2014). The Role of Motivation in Learning English Language for Pakistani Learners. Undefined.Rendón Salas, L., & Ferreira, Y. (2013). Perfil Motivacional Y Actitud Hacia El Aprendizaje De La Lengua Aymara. Ajayu, 11(1), 91–108.Robson, C. (2002). Real World Research: A Resource for Social Scientists and Practitioner-Researchers (2nd ed.). Blackwell Publishing.Ruble, D. N. (1983). The development of social comparison processes and their role in achievement-related self-socialization. In E. T. Higgins, D. N. Ruble, & W. W. Hartup (Eds.), Social cognition and social development: A sociocultural perspective (pp. 134–157). Cambridge University Press.Ryan, R. M., & Deci, E. L. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, 25(1), 54–67. https://doi.org/10.1006/ceps.1999.1020Ryan, R. M., & Deci, E. L. (2009). Promoting self-determined school engagement: Motivation, learning, and well-being. - PsycNET. In K. R. Wenzel & A. Wigfield (Eds.), Educational psychology handbook series. Handbook of motivation at school (pp. 171–195). Routledge/Taylor & Francis Group. https://psycnet.apa.org/record/2009-24219-009Sánchez, A. C., & Obando, G. V. (2008). Is Colombia Ready for “Bilingualism”? Profile: Issues in Teachers’ Professional Development, 9(1), 181–195. https://revistas.unal.edu.co/index.php/profile/article/view/10715Sandoval-Pineda, A. (2011). Attitude , Motivation and English Language Learning in a Mexican College Context In the Graduate College. The University of Arizona.Sansone, C., & Harackiewicz, J. M. (2000). Intrinsic and extrinsic motivation: The search for optimal motivation and performance. Academic Press.Schiefele, U. (1999). Interest and Learning From Text. Scientific Studies of Reading, 3(3), 257–279. https://doi.org/10.1207/s1532799xssr0303_4Schunk, D. H. S. (1990). Goal Setting and Self-Efficacy During Self-Regulated Learning. Educational Psychologist, 25, 71–86. http://www.tandf.co.uk/journals/Scott, C., & Medaugh, M. (2017). Axial Coding. In The International Encyclopedia of Communication Research Methods (pp. 1–2). Wiley. https://doi.org/10.1002/9781118901731.iecrm0012Shenton, A. K. (2004). Strategies for Ensuring Trustworthiness in Qualitative Research Projects. Education for Information, 22(2), 63–75.Silverman, D. (2001). Interpreting qualitative data: methods for analysing talk, text and interaction (2nd ed.). Sage.Soza Roldán, S. (2013). Amtb Chile. Informe Técnico Inacap Temuco 2008: Motivación Y Notas En Inglés. Revista de Estudios y Experiencias En Educación, 12(24), 161–179.Spinath, B., & Steinmayr, R. (2012). The roles of competence beliefs and goal orientations for change in intrinsic motivation. Journal of Educational Psychology, 104(4), 1135–1148. https://doi.org/10.1037/a0028115Stevenson, R. L. (1883). Treasure Island. In A Robert Louis Stevenson Companion. Cassell and Company. https://doi.org/10.1007/978-1-349-06080-1_6Tahaineh, Y., & Daana, H. (2013). Jordanian Undergraduates’ Motivations and Attitudes towards Learning English in EFL Context. International Review of Social Sciences and Humanities, 4, 159–180. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=1893430Tashakkori, A., & Teddlie, C. (2010). SAGE Handbook of Mixed Methods in Social & Behavioral Research. In SAGE Handbook of Mixed Methods in Social & Behavioral Research (2nd ed.). SAGE Publications, Inc. https://doi.org/10.4135/9781506335193Tolman, E. C., Hall, C. S., & Bretnall, E. P. (1932). A disproof of the law of effect and a substitution of the laws of emphasis, motivation and disruption. Journal of Experimental Psychology, 15(6), 601–614. https://doi.org/10.1037/h0073609Trautwein, U., Marsh, H. W., Nagengast, B., Lüdtke, O., Nagy, G., & Jonkmann, K. (2012). Probing for the multiplicative term in modern expectancy-value theory: A latent interaction modeling study. Journal of Educational Psychology, 104(3), 763–777. https://doi.org/10.1037/a0027470Vaezi, Z. (2008). Language learning motivation among Iranian undergraduate students. World Applied Sciences Journal, 5, 54–61. https://www.scirp.org/(S(351jmbntvnsjt1aadkposzje))/reference/ReferencesPapers.aspx?ReferenceID=476558Vicary, S., Young, A., & Hicks, S. (2016). A reflective journal as learning process and contribution to quality and validity in Interpretative Phenomenological Analysis. Qualitative Social Work, 16(4), 550–565.Weiner, B. (1985). An attributional theory of achievement motivation and emotion. Psychological Review, 92(4). https://doi.org/10.1037/0033-295X.92.4.548Weisz, J. R., Rothbaum, F. M., & Blackburn, T. C. (1984). Standing out and standing in: The psychology of control in America and Japan. American Psychologist, 39(9), 955–969. https://doi.org/10.1037/0003-066X.39.9.955Wigfield, A. (1994). Expectancy-value theory of achievement motivation: A development perspective. Educational Psychologist, 6(1), 49–78.Wigfield, A., & Cambria, J. (2010). Students’ Achievement Values, Goal Orientations, and Interest Definitions, Development, and Relations to Achievement Outcomes. Developmental Review, 30, 1–35. https://www.scirp.org/(S(czeh2tfqyw2orz553k1w0r45))/reference/ReferencesPapers.aspx?ReferenceID=2133092Wigfield, A., & Eccles, J. S. (2000). Expectancy-Value Theory of Achievement Motivation. Contemporary Educational Psychology, 25(1), 68–81. https://doi.org/10.1006/ceps.1999.1015Wigfield, A., Eccles, J. S., & Rodriguez, D. (1998). The Development of Children’s Motivation in School Contexts. Review of Research in Education, 23, 73. https://doi.org/10.2307/1167288Wigfield, A., Eccles, J. S., Schiefele, U., Roeser, R. W., & Davis-Kean, P. (2007). Development of Achievement Motivation. In Handbook of Child Psychology. John Wiley & Sons, Inc. https://doi.org/10.1002/9780470147658.chpsy0315Wigfield, A., Harold, R. D., Freedman-Doan, C., Eccles, J. S., Yoon, K. S., Arbreton, A. J. A., & Blumenfeld, P. C. (1997). Change in Children’s Competence Beliefs and Subjective Task Values Across the Elementary School Years: A 3-Year Study. Journal of Educational Psychology, 89(3), 451–469. https://doi.org/10.1037/0022-0663.89.3.451Wigfield, A., Tonks, S. M., & Klauda, S. (2016). Expectancy-value theory. January 2016, 55–75.Wigifield, A., & Cambria, J. (2010). Students’ achievement values, goal orientations, and interest: Definitions, development, and relations to achievement outcomes. Developmental Review, 30(1), 1–35.Wigifield, A., & Eccles, J. S. (1992). The Development of Achievement Task Values: A Theoreticalanalysis. Developmental Review, 12, 265–310.Winne, P. H., & Marx, R. W. (1989). A cognitive processing analysis of motivation with classroom tasks. Research on Motivation in Education, 3, 223–257.Xiang, P., Mcbride, R., & Guan, J. (2003). Children’s motivation in elementary physical education: An expectancy-value model of achievement choice. Research Quarterly for Exercise and Sport, 74(1), 25–35.Yin, R. K. (2009). Case study research: Design and methods (4th ed.). Sage.Zimmerman, B. J. (2000). Attaining Self-Regulation. In Handbook of Self-Regulation (pp. 13–39). Elsevier. https://doi.org/10.1016/b978-012109890-2/50031-7Zuleta, E. (2006). Educación y Democracia: un campo de combate (Seventh). Hombre Nuevo Editores.Estudiantes, Profesores, Público generalLICENSElicense.txtlicense.txttext/plain; charset=utf-83964https://repositorio.unal.edu.co/bitstream/unal/79483/2/license.txtcccfe52f796b7c63423298c2d3365fc6MD52ORIGINAL1077147452_2021.pdf1077147452_2021.pdfTesis de Maestría en Educaciónapplication/pdf2109234https://repositorio.unal.edu.co/bitstream/unal/79483/1/1077147452_2021.pdf1b30bbe4b0a2d257568ce05a1d3adb00MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://repositorio.unal.edu.co/bitstream/unal/79483/3/license_rdf4460e5956bc1d1639be9ae6146a50347MD53THUMBNAIL1077147452_2021.pdf.jpg1077147452_2021.pdf.jpgGenerated Thumbnailimage/jpeg4898https://repositorio.unal.edu.co/bitstream/unal/79483/4/1077147452_2021.pdf.jpg5fa17b7bc19d6482178a6f9e03b23990MD54unal/79483oai:repositorio.unal.edu.co:unal/794832024-08-03 23:10:22.663Repositorio Institucional Universidad Nacional de Colombiarepositorio_nal@unal.edu.coUExBTlRJTExBIERFUMOTU0lUTwoKQ29tbyBlZGl0b3IgZGUgZXN0ZSDDrXRlbSwgdXN0ZWQgcHVlZGUgbW92ZXJsbyBhIHJldmlzacOzbiBzaW4gYW50ZXMgcmVzb2x2ZXIgbG9zIHByb2JsZW1hcyBpZGVudGlmaWNhZG9zLCBkZSBsbyBjb250cmFyaW8sIGhhZ2EgY2xpYyBlbiBHdWFyZGFyIHBhcmEgZ3VhcmRhciBlbCDDrXRlbSB5IHNvbHVjaW9uYXIgZXN0b3MgcHJvYmxlbWFzIG1hcyB0YXJkZS4KCk5PVEFTOgoqU0kgTEEgVEVTSVMgQSBQVUJMSUNBUiBBRFFVSVJJw5MgQ09NUFJPTUlTT1MgREUgQ09ORklERU5DSUFMSURBRCBFTiBFTCBERVNBUlJPTExPIE8gUEFSVEVTIERFTCBET0NVTUVOVE8uIFNJR0EgTEEgRElSRUNUUklaIERFIExBIFJFU09MVUNJw5NOIDAyMyBERSAyMDE1LCBQT1IgTEEgQ1VBTCBTRSBFU1RBQkxFQ0UgRUwgUFJPQ0VESU1JRU5UTyBQQVJBIExBIFBVQkxJQ0FDScOTTiBERSBURVNJUyBERSBNQUVTVFLDjUEgWSBET0NUT1JBRE8gREUgTE9TIEVTVFVESUFOVEVTIERFIExBIFVOSVZFUlNJREFEIE5BQ0lPTkFMIERFIENPTE9NQklBIEVOIEVMIFJFUE9TSVRPUklPIElOU1RJVFVDSU9OQUwgVU4sIEVYUEVESURBIFBPUiBMQSBTRUNSRVRBUsONQSBHRU5FUkFMLgoqTEEgVEVTSVMgQSBQVUJMSUNBUiBERUJFIFNFUiBMQSBWRVJTScOTTiBGSU5BTCBBUFJPQkFEQS4KUGFyYSB0cmFiYWpvcyBkZXBvc2l0YWRvcyBwb3Igc3UgcHJvcGlvIGF1dG9yOiBBbCBhdXRvYXJjaGl2YXIgZXN0ZSBncnVwbyBkZSBhcmNoaXZvcyBkaWdpdGFsZXMgeSBzdXMgbWV0YWRhdG9zLCBZbyBnYXJhbnRpem8gYWwgUmVwb3NpdG9yaW8gSW5zdGl0dWNpb25hbCBVTiBlbCBkZXJlY2hvIGEgYWxtYWNlbmFybG9zIHkgbWFudGVuZXJsb3MgZGlzcG9uaWJsZXMgZW4gbMOtbmVhIGRlIG1hbmVyYSBncmF0dWl0YS4gRGVjbGFybyBxdWUgZGljaG8gbWF0ZXJpYWwgZXMgZGUgbWkgcHJvcGllZGFkIGludGVsZWN0dWFsIHkgcXVlIGVsIFJlcG9zaXRvcmlvIEluc3RpdHVjaW9uYWwgVU4gbm8gYXN1bWUgbmluZ3VuYSByZXNwb25zYWJpbGlkYWQgc2kgaGF5IGFsZ3VuYSB2aW9sYWNpw7NuIGEgbG9zIGRlcmVjaG9zIGRlIGF1dG9yIGFsIGRpc3RyaWJ1aXIgZXN0b3MgYXJjaGl2b3MgeSBtZXRhZGF0b3MuIChTZSByZWNvbWllbmRhIGEgdG9kb3MgbG9zIGF1dG9yZXMgYSBpbmRpY2FyIHN1cyBkZXJlY2hvcyBkZSBhdXRvciBlbiBsYSBww6FnaW5hIGRlIHTDrXR1bG8gZGUgc3UgZG9jdW1lbnRvLikgRGUgbGEgbWlzbWEgbWFuZXJhLCBhY2VwdG8gbG9zIHTDqXJtaW5vcyBkZSBsYSBzaWd1aWVudGUgbGljZW5jaWE6IExvcyBhdXRvcmVzIG8gdGl0dWxhcmVzIGRlbCBkZXJlY2hvIGRlIGF1dG9yIGRlbCBwcmVzZW50ZSBkb2N1bWVudG8gY29uZmllcmVuIGEgbGEgVW5pdmVyc2lkYWQgTmFjaW9uYWwgZGUgQ29sb21iaWEgdW5hIGxpY2VuY2lhIG5vIGV4Y2x1c2l2YSwgbGltaXRhZGEgeSBncmF0dWl0YSBzb2JyZSBsYSBvYnJhIHF1ZSBzZSBpbnRlZ3JhIGVuIGVsIFJlcG9zaXRvcmlvIEluc3RpdHVjaW9uYWwsIHF1ZSBzZSBhanVzdGEgYSBsYXMgc2lndWllbnRlcyBjYXJhY3RlcsOtc3RpY2FzOiBhKSBFc3RhcsOhIHZpZ2VudGUgYSBwYXJ0aXIgZGUgbGEgZmVjaGEgZW4gcXVlIHNlIGluY2x1eWUgZW4gZWwgcmVwb3NpdG9yaW8sIHF1ZSBzZXLDoW4gcHJvcnJvZ2FibGVzIGluZGVmaW5pZGFtZW50ZSBwb3IgZWwgdGllbXBvIHF1ZSBkdXJlIGVsIGRlcmVjaG8gcGF0cmltb25pYWwgZGVsIGF1dG9yLiBFbCBhdXRvciBwb2Ryw6EgZGFyIHBvciB0ZXJtaW5hZGEgbGEgbGljZW5jaWEgc29saWNpdMOhbmRvbG8gYSBsYSBVbml2ZXJzaWRhZC4gYikgTG9zIGF1dG9yZXMgYXV0b3JpemFuIGEgbGEgVW5pdmVyc2lkYWQgTmFjaW9uYWwgZGUgQ29sb21iaWEgcGFyYSBwdWJsaWNhciBsYSBvYnJhIGVuIGVsIGZvcm1hdG8gcXVlIGVsIHJlcG9zaXRvcmlvIGxvIHJlcXVpZXJhIChpbXByZXNvLCBkaWdpdGFsLCBlbGVjdHLDs25pY28gbyBjdWFscXVpZXIgb3RybyBjb25vY2lkbyBvIHBvciBjb25vY2VyKSB5IGNvbm9jZW4gcXVlIGRhZG8gcXVlIHNlIHB1YmxpY2EgZW4gSW50ZXJuZXQgcG9yIGVzdGUgaGVjaG8gY2lyY3VsYSBjb24gdW4gYWxjYW5jZSBtdW5kaWFsLiBjKSBMb3MgYXV0b3JlcyBhY2VwdGFuIHF1ZSBsYSBhdXRvcml6YWNpw7NuIHNlIGhhY2UgYSB0w610dWxvIGdyYXR1aXRvLCBwb3IgbG8gdGFudG8sIHJlbnVuY2lhbiBhIHJlY2liaXIgZW1vbHVtZW50byBhbGd1bm8gcG9yIGxhIHB1YmxpY2FjacOzbiwgZGlzdHJpYnVjacOzbiwgY29tdW5pY2FjacOzbiBww7pibGljYSB5IGN1YWxxdWllciBvdHJvIHVzbyBxdWUgc2UgaGFnYSBlbiBsb3MgdMOpcm1pbm9zIGRlIGxhIHByZXNlbnRlIGxpY2VuY2lhIHkgZGUgbGEgbGljZW5jaWEgQ3JlYXRpdmUgQ29tbW9ucyBjb24gcXVlIHNlIHB1YmxpY2EuIGQpIExvcyBhdXRvcmVzIG1hbmlmaWVzdGFuIHF1ZSBzZSB0cmF0YSBkZSB1bmEgb2JyYSBvcmlnaW5hbCBzb2JyZSBsYSBxdWUgdGllbmVuIGxvcyBkZXJlY2hvcyBxdWUgYXV0b3JpemFuIHkgcXVlIHNvbiBlbGxvcyBxdWllbmVzIGFzdW1lbiB0b3RhbCByZXNwb25zYWJpbGlkYWQgcG9yIGVsIGNvbnRlbmlkbyBkZSBzdSBvYnJhIGFudGUgbGEgVW5pdmVyc2lkYWQgTmFjaW9uYWwgeSBhbnRlIHRlcmNlcm9zLiBFbiB0b2RvIGNhc28gbGEgVW5pdmVyc2lkYWQgTmFjaW9uYWwgZGUgQ29sb21iaWEgc2UgY29tcHJvbWV0ZSBhIGluZGljYXIgc2llbXByZSBsYSBhdXRvcsOtYSBpbmNsdXllbmRvIGVsIG5vbWJyZSBkZWwgYXV0b3IgeSBsYSBmZWNoYSBkZSBwdWJsaWNhY2nDs24uIGUpIExvcyBhdXRvcmVzIGF1dG9yaXphbiBhIGxhIFVuaXZlcnNpZGFkIHBhcmEgaW5jbHVpciBsYSBvYnJhIGVuIGxvcyDDrW5kaWNlcyB5IGJ1c2NhZG9yZXMgcXVlIGVzdGltZW4gbmVjZXNhcmlvcyBwYXJhIHByb21vdmVyIHN1IGRpZnVzacOzbi4gZikgTG9zIGF1dG9yZXMgYWNlcHRhbiBxdWUgbGEgVW5pdmVyc2lkYWQgTmFjaW9uYWwgZGUgQ29sb21iaWEgcHVlZGEgY29udmVydGlyIGVsIGRvY3VtZW50byBhIGN1YWxxdWllciBtZWRpbyBvIGZvcm1hdG8gcGFyYSBwcm9ww7NzaXRvcyBkZSBwcmVzZXJ2YWNpw7NuIGRpZ2l0YWwuIFNJIEVMIERPQ1VNRU5UTyBTRSBCQVNBIEVOIFVOIFRSQUJBSk8gUVVFIEhBIFNJRE8gUEFUUk9DSU5BRE8gTyBBUE9ZQURPIFBPUiBVTkEgQUdFTkNJQSBPIFVOQSBPUkdBTklaQUNJw5NOLCBDT04gRVhDRVBDScOTTiBERSBMQSBVTklWRVJTSURBRCBOQUNJT05BTCBERSBDT0xPTUJJQSwgTE9TIEFVVE9SRVMgR0FSQU5USVpBTiBRVUUgU0UgSEEgQ1VNUExJRE8gQ09OIExPUyBERVJFQ0hPUyBZIE9CTElHQUNJT05FUyBSRVFVRVJJRE9TIFBPUiBFTCBSRVNQRUNUSVZPIENPTlRSQVRPIE8gQUNVRVJETy4KUGFyYSB0cmFiYWpvcyBkZXBvc2l0YWRvcyBwb3Igb3RyYXMgcGVyc29uYXMgZGlzdGludGFzIGEgc3UgYXV0b3I6IERlY2xhcm8gcXVlIGVsIGdydXBvIGRlIGFyY2hpdm9zIGRpZ2l0YWxlcyB5IG1ldGFkYXRvcyBhc29jaWFkb3MgcXVlIGVzdG95IGFyY2hpdmFuZG8gZW4gZWwgUmVwb3NpdG9yaW8gSW5zdGl0dWNpb25hbCBVTikgZXMgZGUgZG9taW5pbyBww7pibGljby4gU2kgbm8gZnVlc2UgZWwgY2FzbywgYWNlcHRvIHRvZGEgbGEgcmVzcG9uc2FiaWxpZGFkIHBvciBjdWFscXVpZXIgaW5mcmFjY2nDs24gZGUgZGVyZWNob3MgZGUgYXV0b3IgcXVlIGNvbmxsZXZlIGxhIGRpc3RyaWJ1Y2nDs24gZGUgZXN0b3MgYXJjaGl2b3MgeSBtZXRhZGF0b3MuCkFsIGhhY2VyIGNsaWMgZW4gZWwgc2lndWllbnRlIGJvdMOzbiwgdXN0ZWQgaW5kaWNhIHF1ZSBlc3TDoSBkZSBhY3VlcmRvIGNvbiBlc3RvcyB0w6lybWlub3MuCgpVTklWRVJTSURBRCBOQUNJT05BTCBERSBDT0xPTUJJQSAtIMOabHRpbWEgbW9kaWZpY2FjacOzbiAyNy8yMC8yMDIwCg==

Motivation in Colombian College Students Learning English as a Foreign Language using Expectancy Value Theory and Socio Educational Model

Publicaciones similares