Attitude, Motivation and English Language Learning in a Mexican College Context

Persistent Link:
http://hdl.handle.net/10150/145743
Title:
Attitude, Motivation and English Language Learning in a Mexican College Context
Author:
Sandoval-Pineda, Angelica
Issue Date:
2011
Publisher:
The University of Arizona.
Rights:
Copyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.
Embargo:
Embargo: Release after 9/25/2011
Abstract:
This dissertation examined the relationship between attitude and motivation with English language achievement among Mexican university students across three undergraduate academic programs. This study also aimed at enhancing theoretical knowledge about students' motivation and attitudes towards learning English as a second language through the use of quantitative (a survey and an adapted version of the AMTB) as well as qualitative research instruments and techniques (interviews, class observations, and a questionnaire). The major results in this dissertation are: 1) Student participants display positive motivation and attitudes toward learning English as a second language in general, but these motivation and attitudes towards the English classes they receive in the University of Aztlán (fictitious name for the research site of this dissertation) are lower. 2) These attitudes and motivations can be affected by the way in which the English language program is structured. 3) Students' interest in foreign languages, motivational intensity to learn English and teacher evaluation can impact students' scores in their English exams when they are first assessed, but that scores improve once students understand the assessment process, discover what information is evaluated in the exams, and focus on the areas to be assessed. 4) Students with more previous English contact before enrolling the university, obtain higher scores than students with limited previous contact with the language. 5) Interviews and class observations proved to be the most effective research techniques to identify the actual activities that are performed in the research site, which suggests that continuous and accurate English program evaluation is necessary in Mexican universities for the benefit of students, teachers and society in general.
Type:
text; Electronic Dissertation
Keywords:
Attitudes; English; Mexico; Motivation
Degree Name:
Ph.D.
Degree Level:
doctoral
Degree Program:
Graduate College; Second Language Acquisition & Teaching
Degree Grantor:
University of Arizona
Advisor:
Liu, Jun

Full metadata record

DC FieldValue Language
dc.language.isoenen_US
dc.titleAttitude, Motivation and English Language Learning in a Mexican College Contexten_US
dc.creatorSandoval-Pineda, Angelicaen_US
dc.contributor.authorSandoval-Pineda, Angelicaen_US
dc.date.issued2011-
dc.publisherThe University of Arizona.en_US
dc.rightsCopyright © is held by the author. Digital access to this material is made possible by the University Libraries, University of Arizona. Further transmission, reproduction or presentation (such as public display or performance) of protected items is prohibited except with permission of the author.en_US
dc.description.releaseEmbargo: Release after 9/25/2011en_US
dc.description.abstractThis dissertation examined the relationship between attitude and motivation with English language achievement among Mexican university students across three undergraduate academic programs. This study also aimed at enhancing theoretical knowledge about students' motivation and attitudes towards learning English as a second language through the use of quantitative (a survey and an adapted version of the AMTB) as well as qualitative research instruments and techniques (interviews, class observations, and a questionnaire). The major results in this dissertation are: 1) Student participants display positive motivation and attitudes toward learning English as a second language in general, but these motivation and attitudes towards the English classes they receive in the University of Aztlán (fictitious name for the research site of this dissertation) are lower. 2) These attitudes and motivations can be affected by the way in which the English language program is structured. 3) Students' interest in foreign languages, motivational intensity to learn English and teacher evaluation can impact students' scores in their English exams when they are first assessed, but that scores improve once students understand the assessment process, discover what information is evaluated in the exams, and focus on the areas to be assessed. 4) Students with more previous English contact before enrolling the university, obtain higher scores than students with limited previous contact with the language. 5) Interviews and class observations proved to be the most effective research techniques to identify the actual activities that are performed in the research site, which suggests that continuous and accurate English program evaluation is necessary in Mexican universities for the benefit of students, teachers and society in general.en_US
dc.typetexten_US
dc.typeElectronic Dissertationen_US
dc.subjectAttitudesen_US
dc.subjectEnglishen_US
dc.subjectMexicoen_US
dc.subjectMotivationen_US
thesis.degree.namePh.D.en_US
thesis.degree.leveldoctoralen_US
thesis.degree.disciplineGraduate Collegeen_US
thesis.degree.disciplineSecond Language Acquisition & Teachingen_US
thesis.degree.grantorUniversity of Arizonaen_US
dc.contributor.advisorLiu, Junen_US
dc.contributor.committeememberDallas, Andreaen_US
dc.contributor.committeememberWaugh, Lindaen_US
dc.identifier.proquest11639-
dc.identifier.oclc752261489-
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