Factores motivacionales de los adultos para el estudio de una lengua extranjera

González-Peiteado, Margarita; López, Beatriz Rodríguez

doi:10.7179/psri_2017.30.09

Cited by 8 publications

(7 citation statements)

References 12 publications

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“…Consequently, it is important that educators take an active role in analysing the implications of the learning process and introduce new methodologies that help students acquire the necessary skills to work in teams, develop creativity and motivation. Understanding how our students acquire knowledge is fundamental to activate the learning process, motivate them, favour innovative attitudes and a taste for group work by collaborating to achieve the proposed objectives [46]. Therefore, it emphasizes the need for teachers to promote the development of transversal competencies and the motivation of students to learn a foreign language by adapting the methodology and content to the needs of students and, consequently, contribute to their successful entry into the labour market.…”

Section: Discussionmentioning

confidence: 99%

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

Calero López,

González-Peiteado,

Rodríguez-López

2024

Education Sciences

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Vocational Education and Training (VET) studies aim to improve students’ skills to carve their niche in the labour market. Speaking different languages, showing teamwork skills and creativity are among the skills most in demand by employers. Thus, understanding students’ motivation and their perception of their teamwork skills and creativity level may help to identify their weaknesses and strengths and to develop educational programs adapted to the current demands. This research was conducted with 596 students of higher-level and intermediate Vocational Education who answered an online questionnaire in class. The answers were analysed to seek the link between the students’ motivation, their manifested teamwork skills, and their perceived level of creativity. The results confirmed the positive correlation between the three of them. However, and despite the positive results, further empirical research is needed, especially to understand how motivation, soft skills and creativity develop and what kind of initiatives have an impact on these variables.

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Section: Discussionmentioning

confidence: 99%

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

Calero López,

González-Peiteado,

Rodríguez-López

2024

Education Sciences

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“…13 mecanismos de aprendizaje que ayuden los estudiantes a mantener la persistencia, el esfuerzo intelectual y la dedicación. (González & Rodríguez, 2017) Al considerar a la motivación como un factor determinante en el éxito del aprendizaje de lenguas extranjeras, el profesor debe planear el tipo de recompensas de aprendizaje que el alumno considere significativas. La idea de las recompensas como motivos externos viene de las teorías conductistas que buscan aumentar la motivación de los alumnos.…”

Section: Gamificación Y La Motivaciónunclassified

“…Estos mecanismos conforman un tipo de motivación estrictamente extrínseca que no perciben el aprendizaje del idioma como una recompensa en sí. (Mena, 2013) El esfuerzo y el deseo de aprender una segunda lengua están estrechamente ligados al nivel de motivación de cada estudiante. Al ser esta una variable de tipo psicosocial y socio-afectiva se compone de actitudes, percepciones, sentimientos o creencias preconcebidas en relación a la lengua extranjera que se aprende, su cultura y hablantes.…”

Section: Gamificación Y La Motivaciónunclassified

La Gamificación como Metodología de Aprendizaje del Idioma Inglés: Caso de Estudio- Primeros Niveles de Educación Superior

Joyce Shirley,

Germania Margarita,

Mirian Liliana

et al. 2023

Ciencia Latina

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El juego es una actitud sobre cómo utilizar la mente poniendo a prueba el poder combinar pensamiento, lenguaje y fantasía. La gamificación como metodología de aprendizaje del idioma inglés en el contexto de educación superior investiga en el aula tecnológica universitaria una aproximación interpretativa sobre la forma de ver, entender y aplicar juegos formativos o sistemas gamificados, se requiere encontrar el aporte académico de ésta innovadora manera en aplicar los elementos del juego considerado como motivación en el refuerzo del aprendizaje formativo en un grupo de 100 estudiantes de los primeros niveles del idioma inglés A1.1 beginners con clases semanales de 8horas durante un semestre, abarcando dimensiones teóricas y prácticas. Los métodos utilizados fueron exploratoria-descriptiva, cualitativa - cuantitativa, experimental, inductivo, documental - campo, además mediante encuestas de conocimiento y de emoción - linkert se obtuvo los resultados deseados, mismos que determinaron que los estudiantes del idioma inglés 95% no desarrollan la destreza de escuchar y 80% hablar correctamente según el MCERL, entre otros hallazgos está 87% la falta de motivación por comunicarse en el idioma inglés, así mismo los estudiantes calificaron que encontraron muy bueno los sistemas gamificados a) existe motivación y compromiso b) fomenta y refuerza el aprendizaje de las detrezas del idioma inglés mediante estrategias, mecánicas y dinámicas de juego claras construídos a partir del aprendizaje esperado. En conclusión, se verificó la eficiencia de la metodología – gamificación en el aprendizaje del idioma inglés con la mejora en la experiencia del juego en un 50%, incluyendo las recomendaciones de los estudiantes como la eliminación de evaluaciones de nivel.

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“…Intrinsic motivation has been defined as that possessed by subjects themselves, which arises from their interest and enjoyment of learning something (Camacho-Min ˜ano and Del Campo Campos, 2014) and is oriented toward knowledge, satisfaction and the achievement of goals (Jabeen and Al Dari, 2020;Jungert et al, 2020). On the other hand, extrinsic motivation has been defined as those forces that generate an activity to obtain a reward, avoid punishment or meet a specific goal (Mardanov, 2020;Gonz alez-Peiteado and Rodrı ´guez-L opez, 2017).…”

Section: Motivationmentioning

confidence: 99%

Knowledge management and innovative behavior: police reform efforts in Puerto Rico

Castro

Santos-Corrada

Flecha

et al. 2021

JKM

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Purpose Knowledge management has historically been approached in private firms as a key factor for business management. However, this is not the case for government institutions. The existing literature on the transfer of knowledge appears as a topic little addressed in government and even to a lesser degree within the police forces. This study aims to evaluate the relationship between motivation, knowledge absorption, knowledge transfer and innovative behavior in a public organization such as the Puerto Rico Police. Design/methodology/approach This quantitative research using the survey technique had the participation of 300 police officers from the 13 police regions of Puerto Rico and the research model was analyzed through partial least squares structural equation modeling. Findings The results contribute to the growth of the currently limited literature at identifies how motivation, knowledge absorption, knowledge transfer and institutional support influence innovative behavior. Originality/value The study discusses a series of implications on less explore the issue in how the transfer of knowledge becomes a key force to produce change and the success of all reforms. Various implications for the success of public administration in bringing a change from a bureaucratic culture to an advanced one are also discussed.

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Factores motivacionales de los adultos para el estudio de una lengua extranjera

Cited by 8 publications

References 12 publications

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

Are Creativity, L2 Motivation and Soft Skills Related? A Study in VET Students

La Gamificación como Metodología de Aprendizaje del Idioma Inglés: Caso de Estudio- Primeros Niveles de Educación Superior

Knowledge management and innovative behavior: police reform efforts in Puerto Rico

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