Motivation an its effects on the process of learning english as a foreign language in the context of adult education: an explanatory sequential research in adult education in Quillota.

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dc.contributorMagíster en Lingüística
dc.contributor.advisorVera Vera, Luis Gilberto
dc.contributor.genderMasculino
dc.contributor.otherFacultad de Humanidades
dc.contributor.sponsorUniversidad de Playa Ancha Ciencias de la Educación
dc.coverage.spatialChile, Región de Valparaíso, Valparaíso
dc.creatorMaturana Araya, Matías Alberto
dc.date.accessioned2026-10-26T15:21:54Z
dc.date.available2026-10-26T15:21:54Z
dc.date.issued2022
dc.description.abstractOne of the determining factors in the success in the language learning process is motivation. Motivation is responsible for the decisions of individuals to engage in a specific activity, the amount of time and effort they are willing to invest, and the resolution to persist on it (Dornyei, 2014). This research uses an explanatory-sequential approach to determine the factors that motivate students, and to estimate the effect of motivation on the EFL proficiency of learners from Instituto de Jóvenes y Adultos Aconcagua (IDEAC), La Calera, in the process of learning English as a foreign language, in the context of education for adults and young people (EAYP). For this purpose, the researcher applied motivational surveys, proficiency tests, and an instrument based on the L2 motivational Self System (L2MSS) theory by Dornyei (2005, 2014). The results of the study allowed the researcher to conclude that the factors of motivation for EAYP learners in the process of learning English as a foreign language include their personal interest in the target language and culture, enhancing job and academic possibilities, perception of progress, and encouragement from the teacher and classmates. Furthermore, the L2MSS based instrument demonstrated to have a positive effect on the level of motivation of EAYP learners; At the same time, motivation increase aligned with an improvement in the proficiency of learners.
dc.formatapplication/pdf
dc.format.extent125 hojas
dc.identifier.sponsorhttps://ror.org/0171wr661
dc.identifier.urihttps://dpl-repositorio.upla.cl/handle/20.500.15012/789
dc.language.isoen
dc.publisherUniversidad de Playa Ancha Ciencias de la Educación
dc.rightsAcceso abierto
dc.rights.accessRightshttps://creativecommons.org
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.subjectEfl learning
dc.subjectStudent motivation
dc.subjectAdult education
dc.subjectQuillota
dc.subjectIdeac
dc.subjectEnglish proficiency
dc.subjectForeign language
dc.subjectSequential explanatory
dc.subjectLearning process
dc.subjectMotivation factors
dc.subjectAdult learning
dc.subjectLanguage teaching
dc.subjectEnglish as a foreign language
dc.subjectMotivation
dc.subjectChile
dc.subjectAprendizaje de inglés como lengua extranjera
dc.subjectMotivación estudiantil
dc.subjectEducación de adultos
dc.subjectDominio del inglés
dc.subjectLengua extranjera
dc.subjectExplicativo secuencial
dc.subjectProceso de aprendizaje
dc.subjectFactores de motivación
dc.subjectAprendizaje de adultos
dc.subjectEnseñanza de idiomas
dc.subjectInglés como lengua extranjera
dc.subjectMotivación
dc.subjectQuillota
dc.subject.odsODS: 04
dc.subject.odsODS: 08
dc.subject.oecd1nHumanidades
dc.subject.oecd1nHumanities
dc.subject.oecd2nLenguaje y Literatura
dc.subject.oecd2nLanguages and Literature
dc.subject.oecd3nEstudios Generales del Lenguaje
dc.subject.oecd3nGeneral Language Studies
dc.titleMotivation an its effects on the process of learning english as a foreign language in the context of adult education: an explanatory sequential research in adult education in Quillota.
dc.typeTesis Magíster

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