The development of student motivation to learn english at a university in Mexico

Abstract

Although English language competence is directly linked to better job opportunities and an improved quality of life in Mexico, relatively few Mexicans (5-14%) can communicate effectively in English. Research of the Mexican educational system has suggested that outdated teaching methods contribute to a lack of student motivation, which negatively impact learning. This study sought to identify Mexican English learners' perception of five factors associated with motivation to learn. To that end, a self-report questionnaire was completed by 240 Mexican university students. The factors explored that influence the learning process were empowerment, usefulness, success, interest, and caring in their English classes. The findings revealed that learners experienced relatively higher levels of usefulness, success, and caring in their classes, and lower levels of empowerment and interest. Furthermore, females and low achievers reported significantly lower levels of various components. It was concluded, first, that Mexican EFL students experience different levels of the five factors associated with motivation, a finding that can guide teachers to make improvements in the teaching and learning process. Second, because females and low achievers are at a disadvantage, motivationally speaking, it is essential that English teaching professionals respond to the needs of these two cohorts.