Aproximación a la amotivación y la desmotivación en el aprendizaje de contenidos a través del inglés como medio de instrucción (EMI) en la enseñanza superior en una universidad española

  1. María del Carmen Méndez Santos 1
  1. 1 Universitat d'Alacant
    info

    Universitat d'Alacant

    Alicante, España

    ROR https://ror.org/05t8bcz72

Revista:
Hesperia: Anuario de filología hispánica

ISSN: 1139-3181

Ano de publicación: 2020

Número: 23

Páxinas: 95-123

Tipo: Artigo

DIALNET GOOGLE SCHOLAR lock_openDialnet editor

Outras publicacións en: Hesperia: Anuario de filología hispánica

Resumo

The international role of English as lingua franca has led educational institutions in many countriesto promote the inclusion of English within their systems, including the university level. In this latter case inparticular the use of English has grown exponentially in recent years; a circumstance that has caused a number ofimplementation issues that need to be examined. Therefore, the purpose of this paper is twofold: (1) to confirmwhether or not there is evidence of amotivation and demotivation regarding the use of EMI at university levelthat may serve as grounds for a subsequent quantitative research and (2) to test the open-ended questions of anad hoc suggested form including specific questions on EMI. Thus, two questionnaires were developed: one onamotivation answered by 74 students, and another on demotivation, which was answered by 100 students. Theanswers were analysed by thematic clusters through the QDAMiner Lite software. Regarding the first purpose,the results obtained confirm that those students who study with EMI experience both amotivation and demo-tivation. Specifically, answers offer data on the limitations of programmes regarding the degree of informationoffered to students during the stage prior to their choice, as well as regarding the emotional insecurities theyface, the additional strain an academic year with EMI poses and other related methodological issues during theprocess, among others. The second purposed is fulfilled since empirical data allowing for the design of the finalquestionnaire and preventing any prior inclination or biases of the researcher have been collected

Referencias bibliográficas

  • Aizawa, Ikuya y Rose, Heath (2018), “An analysis of Japan’s English as medium of instruction initia-tives within higher education: the gap between meso-level policy and micro-level practice”.Higher Education, 77, pp. 1125-1142.
  • Baldauf, Richard;Kaplan, Robert;Kamwangamalu, Nkonko yBryant, Pauline (2011),“Success or failure of primary/second foreign language programmes in Asia: what do thedata tell us?”.Current issues in Language Planning, 12 (2), pp. 309–323.
  • Bazo, Plácido; Centellas, Aurora; Dafouz, Emma; Fernández, Alberto; González Álvarez, Dolores y Pavón, Víctor (2017).Documento Marco de Política Lingüística para la Internacionalización del Sistema Universitario Español. CRUE Universidades Españolas. Recuperado dehttps://www.crue.org/wp- content/uploads/2020/02/Marco_Final_Documento- de- Politica- Linguistica- reducido.pdf
  • Bradford, Annette (2016), “Toward a typology of Implementation Challenges Facing English-Medium instruction in Higher Education: Evidence from Japan”.Journal of Studies in In-ternational Education, 20 (4) pp. 339-356.
  • Coleman, James (2006), “English-medium teaching in European higher education”.Language Tea-ching, 39, pp. 1-14.
  • Costa, Francesca y Coleman, James (2012), “A survey of English-medium instruction in Italian Higher Education”. International Journal of Bilingual Education and Bilingualism, 16(1), pp.3-19.
  • Dearden, Julie (2014),English as a medium of instruction – a growing global phenomenon: Phase 1.Interim Report April 2014. Oxford: British Council.
  • Doiz, Aintzane; Lasagabaster, David y Sierra, Jose Manuel (2014), “Giving voice to the stu-dents: What (de)motivates them in CLIL classes?” En Lasagabaster, D.;Doiz, A. ySierra, J.M. (eds). Motivation and Foreign Language Learning: From Theory to Practice.Amsterdam: John Benjamins, pp. 117-138.
  • Dörnyei, Zoltan (2001),Teaching and Researching Motivation. Nueva York: Pearson Education.
  • Dörnyei, Zoltan y Ryan, Stephen (2015),The Psychology of the Language Learner Revisited. NuevaYork: Routledge.
  • Dörnyei, Zoltan y Skehan, Peter (2003), “Individual differences in second language learning”. EnC. J. Doughty y M. H. Long (eds.).The Handbook of second language acquisition. Oxford: Blackwell, pp. 598-630.
  • Ekoç, Arzu (2018), “English Medium Instruction (EMI) from the perspectives of students at a technical university in Turkey”.Journal of Further and Higher Education, 1-13.
  • Evans, Stephen y Morrison, Bruce (2011), “The student experience of English medium highereducation in Hong Kong”.Language and Education, 25 (2), pp. 147-162.
  • Falout, Joseph (2012), “Coping with demotivation: EFL learners’ remotivation processes”.Theelectronic Journal for Teaching English as a Foreign Language, 13 (3), pp. 1–29.
  • Falout, Joseph y Falout, Mika (2005), “The other side of motivation: Learner demotivation”. En K. Bradford-Watts, C. Ikeguchi, y M. Swanson (Eds.). JALT2004. Conference proceedings.Tokio: JALT.
  • Gottlieb, Nanette (2011), “Japan: Language Policy and Planning in Transition”.Current Issues in Language Planning,9 (1),pp.1–68.
  • Graddol, David (2006),English next. London: British Council.
  • Hu, Guangwei (2005), “English Language Education in China: Policies, Progress, and Problems”. Language Policy, 4, pp. 5–24.
  • JuliándeVega, Concha y Ávila López, Javier (2018), “Políticas lingüísticas europeas y españolas:el camino hacia el cambio en la educación terciaria”.Porta Linguarum, 3, pp. 17-30.
  • Kaivanpanah, Shiva y Ghasemi, Zahra (2011), “An investigation into Sources of demotivation insecond language learning”.Iranian Journal of Applied Linguistics,14 (2),pp. 89-110
  • Kaplan, Robert.;Baldauf Jr. Richard B. y Kamwangamalu, Nkonko (2011), “Why educatio-nal language plans sometimes fail”.Current issues in Language planning,12 (2),pp.105-124.
  • Kikuchi, Keita (2015),Demotivation in Second Language Acquisition. Insights from Japan. Bristol:Multilingual Matters.
  • Kilickaya, Ferit (2006), “Instructors’ attitudes towards English-medium instruction in Turkey”.Humanising Language Teaching8.6, pp. 1–16.
  • Marsh, David (2006), “English as medium of instruction in new global linguistic order: GlobalCharacteristics, local consequences”. EnSecond Annual Conference for Middle East Teachersof Science, Mathematics and Computing. Abu Dhabi. Recuperado de https://archive.org/details/ProceedingsOfTheSecondAnnualConferenceForMiddleEastTeachersOfEnglish
  • Marsh, David (2018), “Foreword”.Porta Linguarum, 3, pp. 5-10.
  • Martínez, Ron (2016), “English as Medium of Instruction (EMI) in Brazilian Higher Education:Challenges and Opportunities”. En Finardi, K. R. (Org.).English in Brazil: views, policiesand programs. Londrina: Eduel, pp. 191-228.
  • Méndez Santos, María del Carmen (2019). “Estudios sobre la desmotivación del alumnado en el aprendizaje formal de lenguas extranjeras: estado de la cuestión”. Etudes romanes de Brno,(1), 99-122.
  • Méndez Santos, María del Carmen (2020). “La desmotivación de los estudiantes adultos de ELE: Un acercamiento desde los sistemas dinámicos complejos”.Culture Crossroads, 15, 74-91
  • Moratinos-Johnston, Sofía; Juan-Garau, María y Salazar-Noguera, Joana (2018), “The effects of English medium instruction in Higher Education on students’ perceived level andself-confidence in ELF”. En PérezVidal, C.et al. (eds.).Learning context effects: Studyabroad, formal instruction and international immersion classrooms. Berlin: Language Science Press, pp. 75-99.
  • Morell, Teresa (2007), “What enhances EFL student’s participation in lecture discourse? Student,lecturer and discourse perspectives”. Journal of English for Academic Purposes, 6 pp. 222-237.
  • Morell, T.; Alesón, Marian; Bell, David; Escabias, Pilar; Palazón, Manuel y Martínez,Rosa María (2014), “English as the medium of instruction: a response to internationalization”. En Tortosa Ybáñez, M.T.; Álvarez Teruel, J.D. y Pellín Buades, N.(coords.).XII Jornadas de redes de investigación en docencia universitaria: El reconocimiento docente: innovar e investigar con criterios de calidad. Alicante: Universitat d’Alacant.
  • Moustaoui, Adil (2004), “Conflicto lingüístico y política lingüística en Marruecos: una propuesta de análisis”. En el Diversidad lingüística, sostenibilidad y paz. Congreso llevado a cabo entre los días 20-23 de mayo de 2004 en la Universitat Autònoma de Barcelona. Recuperado de http://www.linguapax.org/wp-content/uploads/2015/03/1_moustaoui.pdf
  • Perry, Fred (2011), Research in Applied Linguistics. Nueva York: Routledge.
  • Ramos, Ana María (2013), “Higher education bilingual programmes in Spain”.Porta Linguarum,19, pp. 101-111.
  • Ramos García, Ana María y Pavón Vázquez, Víctor (2018), “The linguistic internationalizationof Higher Education: A study on the Presence of Language Policies and Bilingual Studiesin Spanish Universities”.Porta Linguarum, 3, pp. 31-46.
  • Rasinger, Sebastian (2019),La investigación cuantitativa en lingüística. Una introducción. Madrid:Akal.
  • Robins, Robert (2000),Breve historia de la lingüística. Madrid: Cátedra.
  • Ryan, Stephen (2013), Motivation. En M.Byramy A.Hu(Eds.).Routdlege Encyclopedia of Lan-guage Teaching and Learning. Londres: Routledge.
  • Salaberri Ramiro, María Sagrario y SánchezPérez, María del Mar (2018), “Motivations of Higher Education Students to enrol in Bilingual courses”.Porta Linguarum, 3, pp. 61-75.
  • Tsuneyoshi, Ryoko (2005), “Internationalization strategies in Japan: The dilemmas and possibilities of study abroad programs using English”.Journal of Research in International Education,4, pp. 65-86
  • Vallerand, Robert; Briere, Nathalie; Pelletier, Luc; Senecal, Caroline y Evelyne F. Vallieres (2012), “The academic motivation scale: A measure of intrinsic, extrinsic and amotivation in education”.Educational and psychological measurement, 52, pp. 1003–1017.
  • Vu, Nha y Burns, Anne (2014), “English as a Medium of Instruction: Challenges for Vietnamesetertiary lecturers”. The Journal of Asia TEFL, 11 (3), pp. 1-31.
  • Wächter, Bernd y Maiworm, Friedhelm (2014), English-taught programmes in European highereducation: The state of play in 2014. Bonn: Lemmens.
  • Yang, Miao; O'Sullivan, Patricia; Irby, David; Chen, Zexin;Lin, Chun y in, Changmin(2019), “Challenges and adaptations in implementing an English-medium medical program: a case study in China”. BMC Medical Education, 19, pp. 1-13.
  • Yeh, Chun-Chun (2014), “Taiwanese students’ experiences and attitudes towards English medium Courses in Tertiary Education”.RELC Journal45, pp. 305-319.
Fonte de datos: Dialnet