ADULTS' MOTIVATING FACTORS TO STUDY A FOREIGN LANGUAGE

• Published in: Pedagogía social 2017-07 (30), p.123-137
• Main Authors: González-Peiteado, Margarita, Rodríguez-López, Beatriz
• Format: Article
• Language: English
• Subjects: Adults; Foreign language learning; Learning Processes; Learning Strategies; Learning Theories; Lifelong Learning; Motivation; Teaching Methods
• ISSN: 1139-1723; 1989-9742
• DOI: 10.SE7179/PSRI_2017.30.09

This study arises from questioning the reasons why students study foreign languages and the variables that may influence their choice. The sample consists of 90 individuals enrolled in foreign language courses through the UNED Associated Center in Pontevedra. They are mostly women (70%), with an average age of 42.23. An adaptation of the Educational Motivation Scale (EME-E; Nunez, Martin-Albo and Navarro, 2005) was used as a research tool for this study. This new scale includes 28 items which assess three types of learning motivation (extrinsic motivation, intrinsic motivation and lack of motivation) and seven subtypes. Regarding the motivation dimension (a = .87), the factor analysis determined that the seven subscales corresponding to knowledge-oriented intrinsic motivation, achievement-oriented intrinsic motivation, intrinsic motivation oriented towards stimulating experiences, external regulation, introjected regulation, identified regulation and lack of motivation are consistent for its construct. A demographic questionnaire was also used to collect information on gender, age and education level. Descriptive and inferential analyses of the data were performed. The results show significant differences between the variables under study. They pointed out the importance of encouraging intrinsic motivation and professors' role in motivating students' learning process. This clearly shows the need for faculty training programs. The discussion revolves around potential implications of motivational nature, based on students' job, age, and gender, to learn foreign languages.