Undergraduate Students’ Motivation to learn English, an Empirical Study in Mexico
Abstract
This article reports the first results of a standardized-test application phase of a larger-scale study that was carried out with high school students. This larger-scale study aims to describe motivation with the L2 Motivational Self System (Dörnyei, 2009) in more than 600 high school students. However, this article shows the results of the questionnaire administered to 57 students of the Bachelor of Design and Visual Communication of the Faculty of Arts and Design, UNAM where the subject of English is compulsory and curricular; The items were designed under the 6-point Likert scale with 67 questions for motivation and academic profile. The data obtained provide a solid empirical basis for the characteristics of English learning when it is learned curricular and compulsory. Likewise, the results of this study suggest a relationship between motivation, teacher influence and class experience.
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Copyright (c) 2021 Jaime Ulises Ramírez Vega
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