The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities

IF 0.3 Q4 CULTURAL STUDIES
María del Carmen Garrido-Hornos
{"title":"The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities","authors":"María del Carmen Garrido-Hornos","doi":"10.14198/raei.2023.38.09","DOIUrl":null,"url":null,"abstract":"Successful performance in the study of English as a Foreign Language is known to be subject to psychological constructs such as type of motivation, degree of self-regulated learning and levels of anxiety and burnout, or academic fatigue. The present study—conducted at the University of Valladolid Segovia Campus—served a double purpose. Firstly, it was used to validate the English Language Learner Motivation Scale (ELLMS) in a sample of university students who were studying this language but whose degrees were in subjects other than English Language or Linguistics. Secondly, it demonstrated that intrinsic motivation is associated with less anxiety and greater self-regulation and self-efficacy in the English language learning process. To both ends, we created a 94-question online survey which blended items from four other instruments measuring levels of anxiety, self-regulation and burnout. This questionnaire, delivered to 214 students from four different Spanish universities, produced interesting results. To begin with, it confirmed the first objective of the study and validated ELLMS as a viable instrument to measure motivation in this population, as well as confirming the presence of the three psychological factors envisaged in the original theoretical proposal and which the reader can find defined and analysed in depth in this paper: intrinsic motivation, external regulation and introjected regulation. The variable introjected regulation was negatively correlated with anxiety but positively with reported levels of burnout informed. With regard to external regulation, the results were not conclusive. This paper considers both the educational implications of these results and the impact that these variables have on the learning of English as a Foreign Language.","PeriodicalId":33428,"journal":{"name":"Revista Alicantina de Estudios Ingleses","volume":null,"pages":null},"PeriodicalIF":0.3000,"publicationDate":"2023-01-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Revista Alicantina de Estudios Ingleses","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.14198/raei.2023.38.09","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q4","JCRName":"CULTURAL STUDIES","Score":null,"Total":0}
引用次数: 0

Abstract

Successful performance in the study of English as a Foreign Language is known to be subject to psychological constructs such as type of motivation, degree of self-regulated learning and levels of anxiety and burnout, or academic fatigue. The present study—conducted at the University of Valladolid Segovia Campus—served a double purpose. Firstly, it was used to validate the English Language Learner Motivation Scale (ELLMS) in a sample of university students who were studying this language but whose degrees were in subjects other than English Language or Linguistics. Secondly, it demonstrated that intrinsic motivation is associated with less anxiety and greater self-regulation and self-efficacy in the English language learning process. To both ends, we created a 94-question online survey which blended items from four other instruments measuring levels of anxiety, self-regulation and burnout. This questionnaire, delivered to 214 students from four different Spanish universities, produced interesting results. To begin with, it confirmed the first objective of the study and validated ELLMS as a viable instrument to measure motivation in this population, as well as confirming the presence of the three psychological factors envisaged in the original theoretical proposal and which the reader can find defined and analysed in depth in this paper: intrinsic motivation, external regulation and introjected regulation. The variable introjected regulation was negatively correlated with anxiety but positively with reported levels of burnout informed. With regard to external regulation, the results were not conclusive. This paper considers both the educational implications of these results and the impact that these variables have on the learning of English as a Foreign Language.
大学英语学习动机的评估:西班牙四所州立大学英语学习动机量表(ELLMS)的验证
众所周知,英语作为外语学习的成功表现受心理结构的影响,如动机类型、自我调节学习的程度、焦虑和倦怠的程度或学业疲劳。目前在巴利亚多利德大学塞戈维亚校区进行的这项研究起到了双重作用。首先,它被用来验证英语语言学习者动机量表(ELLMS)在一个样本的大学生谁正在学习这门语言,但其学位的科目不是英语语言或语言学。其次,内在动机与英语学习过程中焦虑程度降低、自我调节和自我效能感增强有关。为了达到这两个目的,我们创建了一个包含94个问题的在线调查,其中混合了其他四种测量焦虑、自我调节和倦怠水平的工具。这份问卷调查了来自西班牙四所大学的214名学生,得出了有趣的结果。首先,它确认了研究的第一个目标,并验证了ELLMS作为衡量这一人群动机的可行工具,并确认了原始理论建议中设想的三个心理因素的存在,读者可以在本文中找到定义和深入分析:内在动机,外部调节和内向调节。变量内注入调节与焦虑呈负相关,但与报告的倦怠水平呈正相关。至于外部监管,结果并不是决定性的。本文既考虑了这些结果的教育意义,也考虑了这些变量对英语作为外语学习的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
求助全文
约1分钟内获得全文 求助全文
来源期刊
Revista Alicantina de Estudios Ingleses
Revista Alicantina de Estudios Ingleses Arts and Humanities-Literature and Literary Theory
CiteScore
0.70
自引率
0.00%
发文量
14
审稿时长
28 weeks
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
确定
请完成安全验证×
copy
已复制链接
快去分享给好友吧!
我知道了
右上角分享
点击右上角分享
0
联系我们:info@booksci.cn Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。 Copyright © 2023 布克学术 All rights reserved.
京ICP备2023020795号-1
ghs 京公网安备 11010802042870号
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术官方微信