The use of virtual tandems as a tool for the motivation of learning English as a foreign language
Résumé
There is a large number of learning strategies used in foreign language courses (FL). Frequently, priority is given to the development of grammar, reading comprehension, or vocabulary skills, leaving aside the feelings of the students and their motivation to learn. The use of virtual tandems is considered one of the tools that favor motivation in learning English as a FL. These consist of a group of virtual sessions between students who want to learn a foreign language, where they naturally exchange knowledge and vocabulary. The present study aims to identify changes in the motivation of students when using virtual language tandems. A qualitative methodology was followed, through discourse analysis in various pad-lets and a focus group of 21 subjects, where they were asked some questions related to their participation in the project and their experiences. The results were analyzed following the constructs of the Gardner y Lambert (1972) model as a reference and it was found that the use of virtual language tandems favors the attitude, interest, and, above all, the motivation that students have when learning to speak English as a FL.
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