La Importancia de la Motivación Intrínseca y Extrínseca en la Enseñanza del Inglés en el Nivel Básico Elemental
Palabras clave:
motivación, motivación intrínseca, motivación extrínseca, proceso de enseñanza, aprendizaje del inglés
Resumen
El presente estudio de investigación analiza la importancia de la motivación intrínseca y extrínseca en la enseñanza del inglés en el nivel básico elemental. Se enfoca en una muestra de 151 estudiantes del nivel básico elemental de una institución educativa privada de la ciudad de Chone. Se utilizó un enfoque descriptivo mismo que, está centrado en tareas científicas y el método de muestreo por conveniencia. Para la recopilación de datos se aplicaron cinco entrevistas a docentes del nivel básico elemental, cinco entrevistas a docentes de inglés, y veinte fichas de observación en las clases de inglés. Los resultados indican que tanto la motivación intrínseca y extrínseca en pequeños aprendices desempeñan un rol fundamental en el proceso de enseñanza aprendizaje del idioma inglés, no obstante, es necesario que los docentes encuentren un equilibro entre ambas para aprovechar al máximo las técnicas, metodologías y recursos que brindan. Por consiguiente, los hallazgos destacaron factores que inciden en el aprendizaje de los estudiantes, siendo los internos, voluntad propia, entusiasmo, disfrute, satisfacción, y autonomía; y los externos recompensas y reconocimiento. El estudio favorece a la investigación y al área educativa, proporcionando información clave de la importancia de los estímulos intrínsecos y extrínsecos en las planificaciones curriculares.
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Citas
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Anjomshoa, L., & Sadighi, a. F. (2015, February). The Importance of Motivation in Second Language Acquisition. International Journal on Studies in English Language and Literature (IJSELL), pp. 126-137.
Belsito, C. (2016). The importance of ‘teacher quality’ and ‘quality teaching’ on academic performance. Journal of Student Engagement: Education Matters, 6(1), 28-38.
Bland, J. (2019). Teaching English to Young Learners: More Teacher Education and More. CLELEjournal, Volume 7, Issue 2, 79-103.
Çakicl, D. (2015). Autonomy in Language Teaching and Learning Process. İnönü Üniversitesi Eğitim Fakültesi Dergisi , 16 (1), 32-42.
Castner, D. J. (2019). Fidelity in Teaching Young Children: Two Stories of Professional. Childhood Education International.
Clark, K. R. (2018). Learning theories: Cognitivism. Radiologic Technology, 90(2), 176-179.
Codington-Lacerte, C. (2018). Cognitivism. Salem press encyclopedia. EBSCO.
Culclasure, B. T., Culclasure, B. T., & Terry, T. M. (2019). Project-Based Learning (Pjbl) in three southeastern public schools: Academic, behavioral, and social-emotional outcomes. Interdisciplinary Journal of Problem-Based Learning, 13(2).
Deci, E. L., & Ryan, R. M. (1980). The Empirical Exploration of Intrinsic Motivational Processes. Academlc Press. Inc, 39-80.
Dörnyei, Z., & Ushioda, a. E. (2011). Exploring motivation: changing perspectives. In Z. Dörnyei, & a. E. Ushioda, Teaching and Researching Motivation (p. 5). Pearson Education Limited .
Ellis, G. (2014). ‘Young learners’: clarifying our. University of California, 75-78.
Febrian, D. A. (2015). ENGLISH TEACHING-LEARNING PROCESS AT THE EIGHTH GRADE OF SMP N 1 CEPOGO BOYOLALI IN 2014/2015 ACADEMIC YEAR. Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department, 1-13.
Fen, C., & Kiat, P. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Conference on Culture, Languages and Literature, pp. 24-31.
Fenga, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Elseivier, 1-10. doi:https://doi.org/10.1016/j.lindif.2020.101904
Filgona, a., Sakiyo, J., Gwany, D. M., & Okoronka, n. A. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), pp. 16–37.
Filimonov, D. (2017). Extrinsic motivation and incentives. Haaga-Helia, 1-31.
Fischer, C., Malycha, C. P., & Schafmann, a. E. (2019). The Influence of Intrinsic Motivation and Synergistic Extrinsic Motivators on Creativity and Innovation . Front. Psychol. 10:137, 1-15.
Graham, M. (2017). Personality and motivation. Elsevier Inc., 187-204.
Han, F. (2021). The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept. Instructional Support and Engagement: Working toward Sustainable Education.
Haque, M. F., Haque, M. A., & Islam, M. S. (2014). Motivational Theories – A Critical Analysis. ASA University Review, Vol. 8 No. 1, 61-68.
Hennessey, B., Moran, S., Altringer, B., & Amabile, a. T. (2015). Extrinsic and intrinsic motivation. Wiley Encyclopedia of Management, 1-4.
Ignelzi, M. (2000). Meaning-Making in the Learning and Teaching Process. New directions for teaching and learning, 2000(82), 5-14.
Jerem, y. H. (2012). Essential Teacher Knowledge : Core Concepts in English Language Teaching. Harlow, England: Pearson Education Ltd.
Klieme, E., Hartig, J., & Rauch, a. D. (2008). The Concept of Competence in Educational Contexts. Assessment of competencies in educational contexts 3, 3-22.
Laily, N. (2014). THE USE OF REWARDS TO IMPROVE THE ENGLISH ACHIEVEMENTOF THE FIRST YEAR STUDENTS OF SMPN 2 GRATI PASURUAN. Retrieved from Academia.edu: https://www.academia.edu/6288426/THE_USE_OF_REWARDS_TO_IMPROVE_THE_ENGLISH_ACHIEVEMENT_OF_THE_FIRST_YEAR_STUDENTS_OF_SMPN_2_GRATI_PASURUAN
Legault, L. (2016). Intrinsic and Extrinsic Motivation. Clarkson University, Potsdam, NY, USA.
Lepper, R., M., Greene, D., E, a. R., & Nisbett. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the" over justification" hypothesis.". Journal of Personality and social Psychology 28.1, p. 129.
Lisa, L.-G., & Wormington, a. S. (2019). An integrative perspective for studying motivation in relation to engagement and learning. The Cambridge handbook of motivation and learning, pp. 739–758.
Macías, C. M. (2011). LA IMPORTANCIA DE LA MOTIVACIÓN EN EDUCACIÓN INFANTIL. Revista Digital para Profesionales de la enseñanza, 1-5.
Mandal, S. (2018). Teaching-Learning in Higher Education Evolution of Concepts and an Attempt towards Developing a New Tool of Analysis. National Institute of Educational Planning and Administration, 1-36.
Mindes, G. (2019). Contemporary Challenges in Teaching Young Children. London and New York: Taylor & Francis.
Munna, A. S., & Kalam, a. M. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI) Vol. 4, 1-4.
Navarro, D., & Piñeiro, M. (2012). DIDACTIC STRATEGIES FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE IN SEVENTH AND EIGHT GRADES IN SECONDARY SCHOOLS IN COSTA RICA. Káñina, 233-251. doi
https://www.redalyc.org/pdf/442/44249253001.pdf
OECD. (2018). Skills Strategy Implementation Guidance for Portugal: Strengthening the Adult-Learning System, OECD Skills Studies. Paris: OECD.
OECD. (2009). Creating Effective Teaching and Learning Environments First Results from TALIS. Teaching And Learning International Survey.
Onyema, E. M. (2019). Integration of Emerging Technologies in Teaching And Learning Process in Nigeria: the challenges. CENTRAL ASIAN JOURNAL OF MATHEMATICAL THEORY AND COMPUTER SCIENCES, 35-39.
Oroujlou, N., & Vahedi, D. M. (2011). Motivation, attitude, and language learning . Elsevier Ltd. Select, 994 – 1000.
Oudeyer, J., Gottlieb, & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Elsevier B.V., 1-28.
Pang, M. (2021). Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Ed. TESOL Quarterly: Teachers of English to Speakers of Other Languages, Inc. (TESOL), 246-263.
Rajagopalan, I. (2019). Concept of Teaching . Shanlax International Journal of Education, vol. 7, 5-8.
Reiss, S. (2012). Intrinsic and Extrinsic Motivation. Teaching of Psychology, 39(2), 152-156.
Rogti, M. (2021). Behaviorism as External Stimuli: Improving Student Extrinsic Motivation through Behavioral Responses in Algerian College Education. Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education, 29-41.
Ryan, R. M., & Deci, a. E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, pp. 54–67.
Salvador, R. (2017). La Comunidad de Madrid apuesta por el modelo flipped classroom”. . Especial Flipcon Spain’17 El valor de una idea la transforma en realidade 3, 4-5.
Saranraj, Loganthan, & Shahila, a. Z. (2016, January). MOTIVATION IN SECOND LANGUAGE LEARNING – A RETROSPECT. International Interdisciplinary Research Journal 4.1, pp. 7-13.
Schunk, H. D. (2012). Learning theories: An educational perspective (6th ed). Boston: Pearson.
Sulistyawati, E. N., & Bram, B. (2021). Morphological Teaching Strategies to . Journal of English teaching, 7(2), 179-190.
Svinicki, M. V. (2012). Motivation and Learning: Modern Theories. In: Seel, N.M. (eds). Encyclopedia of the Sciences of Learning. Springer, Boston, MA. , pp. 2336–2339.
Tatto, M. T., Richmond, G., & Andrews, a. D. (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 247–250.
Tohidi, H., & Jabbari, a. M. (2011). The effects of motivation in education. Elsevier Ltd., pp. 820 - 824.
Tranquillo, Joseph, & Stecker, a. M. (2016). Using ntrinsic and extrinsic motivation in continuing professional education. Surgical neurology international 7, p. Suppl 7; S197.
Vidergor, H. E. (2022). Effects of Innovative Project-Based Learning Model on Students’ Knowledge Acquisition, Cognitive Abilities, and Personal Competences. The Interdisciplinary Journal of Problem-based Learning, 1541-5015.
Zhong, W., Ai, J., & Pan, Y. (2021). The Role of Motivation in Second Language Acquisition: A review. Atlantis Press SARL, p. 623.
Alejo, A. A. (2014). Different methodologies teaching English. Universidad de Valladolid, 2-39.
Anderson, M., & Larsen-Freeman, D. (2013). ENGLISH LANGUAGE TEACHING METHODS. THE DAWN JOURNAL, 519-535.
Anjomshoa, L., & Sadighi, a. F. (2015, February). The Importance of Motivation in Second Language Acquisition. International Journal on Studies in English Language and Literature (IJSELL), pp. 126-137.
Belsito, C. (2016). The importance of ‘teacher quality’ and ‘quality teaching’ on academic performance. Journal of Student Engagement: Education Matters, 6(1), 28-38.
Bland, J. (2019). Teaching English to Young Learners: More Teacher Education and More. CLELEjournal, Volume 7, Issue 2, 79-103.
Çakicl, D. (2015). Autonomy in Language Teaching and Learning Process. İnönü Üniversitesi Eğitim Fakültesi Dergisi , 16 (1), 32-42.
Castner, D. J. (2019). Fidelity in Teaching Young Children: Two Stories of Professional. Childhood Education International.
Clark, K. R. (2018). Learning theories: Cognitivism. Radiologic Technology, 90(2), 176-179.
Codington-Lacerte, C. (2018). Cognitivism. Salem press encyclopedia. EBSCO.
Culclasure, B. T., Culclasure, B. T., & Terry, T. M. (2019). Project-Based Learning (Pjbl) in three southeastern public schools: Academic, behavioral, and social-emotional outcomes. Interdisciplinary Journal of Problem-Based Learning, 13(2).
Deci, E. L., & Ryan, R. M. (1980). The Empirical Exploration of Intrinsic Motivational Processes. Academlc Press. Inc, 39-80.
Dörnyei, Z., & Ushioda, a. E. (2011). Exploring motivation: changing perspectives. In Z. Dörnyei, & a. E. Ushioda, Teaching and Researching Motivation (p. 5). Pearson Education Limited .
Ellis, G. (2014). ‘Young learners’: clarifying our. University of California, 75-78.
Febrian, D. A. (2015). ENGLISH TEACHING-LEARNING PROCESS AT THE EIGHTH GRADE OF SMP N 1 CEPOGO BOYOLALI IN 2014/2015 ACADEMIC YEAR. Partial Fulfillment of the Requirements for Getting Bachelor Degree of Education in English Department, 1-13.
Fen, C., & Kiat, P. (2015). A Review of Intrinsic and Extrinsic Motivations of ESL Learners. International Conference on Culture, Languages and Literature, pp. 24-31.
Fenga, L., & Papi, M. (2020). Persistence in language learning: The role of grit and future self-guides. Elseivier, 1-10. doi:https://doi.org/10.1016/j.lindif.2020.101904
Filgona, a., Sakiyo, J., Gwany, D. M., & Okoronka, n. A. (2020). Motivation in Learning. Asian Journal of Education and Social Studies, 10(4), pp. 16–37.
Filimonov, D. (2017). Extrinsic motivation and incentives. Haaga-Helia, 1-31.
Fischer, C., Malycha, C. P., & Schafmann, a. E. (2019). The Influence of Intrinsic Motivation and Synergistic Extrinsic Motivators on Creativity and Innovation . Front. Psychol. 10:137, 1-15.
Graham, M. (2017). Personality and motivation. Elsevier Inc., 187-204.
Han, F. (2021). The Relations between Teaching Strategies, Students’ Engagement in Learning, and Teachers’ Self-Concept. Instructional Support and Engagement: Working toward Sustainable Education.
Haque, M. F., Haque, M. A., & Islam, M. S. (2014). Motivational Theories – A Critical Analysis. ASA University Review, Vol. 8 No. 1, 61-68.
Hennessey, B., Moran, S., Altringer, B., & Amabile, a. T. (2015). Extrinsic and intrinsic motivation. Wiley Encyclopedia of Management, 1-4.
Ignelzi, M. (2000). Meaning-Making in the Learning and Teaching Process. New directions for teaching and learning, 2000(82), 5-14.
Jerem, y. H. (2012). Essential Teacher Knowledge : Core Concepts in English Language Teaching. Harlow, England: Pearson Education Ltd.
Klieme, E., Hartig, J., & Rauch, a. D. (2008). The Concept of Competence in Educational Contexts. Assessment of competencies in educational contexts 3, 3-22.
Laily, N. (2014). THE USE OF REWARDS TO IMPROVE THE ENGLISH ACHIEVEMENTOF THE FIRST YEAR STUDENTS OF SMPN 2 GRATI PASURUAN. Retrieved from Academia.edu: https://www.academia.edu/6288426/THE_USE_OF_REWARDS_TO_IMPROVE_THE_ENGLISH_ACHIEVEMENT_OF_THE_FIRST_YEAR_STUDENTS_OF_SMPN_2_GRATI_PASURUAN
Legault, L. (2016). Intrinsic and Extrinsic Motivation. Clarkson University, Potsdam, NY, USA.
Lepper, R., M., Greene, D., E, a. R., & Nisbett. (1973). Undermining children's intrinsic interest with extrinsic reward: A test of the" over justification" hypothesis.". Journal of Personality and social Psychology 28.1, p. 129.
Lisa, L.-G., & Wormington, a. S. (2019). An integrative perspective for studying motivation in relation to engagement and learning. The Cambridge handbook of motivation and learning, pp. 739–758.
Macías, C. M. (2011). LA IMPORTANCIA DE LA MOTIVACIÓN EN EDUCACIÓN INFANTIL. Revista Digital para Profesionales de la enseñanza, 1-5.
Mandal, S. (2018). Teaching-Learning in Higher Education Evolution of Concepts and an Attempt towards Developing a New Tool of Analysis. National Institute of Educational Planning and Administration, 1-36.
Mindes, G. (2019). Contemporary Challenges in Teaching Young Children. London and New York: Taylor & Francis.
Munna, A. S., & Kalam, a. M. (2021). Teaching and learning process to enhance teaching effectiveness: a literature review. International Journal of Humanities and Innovation (IJHI) Vol. 4, 1-4.
Navarro, D., & Piñeiro, M. (2012). DIDACTIC STRATEGIES FOR TEACHING ENGLISH AS A FOREIGN LANGUAGE IN SEVENTH AND EIGHT GRADES IN SECONDARY SCHOOLS IN COSTA RICA. Káñina, 233-251. doi
https://www.redalyc.org/pdf/442/44249253001.pdf
OECD. (2018). Skills Strategy Implementation Guidance for Portugal: Strengthening the Adult-Learning System, OECD Skills Studies. Paris: OECD.
OECD. (2009). Creating Effective Teaching and Learning Environments First Results from TALIS. Teaching And Learning International Survey.
Onyema, E. M. (2019). Integration of Emerging Technologies in Teaching And Learning Process in Nigeria: the challenges. CENTRAL ASIAN JOURNAL OF MATHEMATICAL THEORY AND COMPUTER SCIENCES, 35-39.
Oroujlou, N., & Vahedi, D. M. (2011). Motivation, attitude, and language learning . Elsevier Ltd. Select, 994 – 1000.
Oudeyer, J., Gottlieb, & Lopes, M. (2016). Intrinsic motivation, curiosity, and learning: Theory and applications in educational technologies. Elsevier B.V., 1-28.
Pang, M. (2021). Pedagogical Reasoning in EFL/ESL Teaching: Revisiting the Importance of Teaching Lesson Planning in Second Language Teacher Ed. TESOL Quarterly: Teachers of English to Speakers of Other Languages, Inc. (TESOL), 246-263.
Rajagopalan, I. (2019). Concept of Teaching . Shanlax International Journal of Education, vol. 7, 5-8.
Reiss, S. (2012). Intrinsic and Extrinsic Motivation. Teaching of Psychology, 39(2), 152-156.
Rogti, M. (2021). Behaviorism as External Stimuli: Improving Student Extrinsic Motivation through Behavioral Responses in Algerian College Education. Global Journal of HUMAN-SOCIAL SCIENCE: G Linguistics & Education, 29-41.
Ryan, R. M., & Deci, a. E. (2000). Intrinsic and Extrinsic Motivations: Classic Definitions and New Directions. Contemporary Educational Psychology, pp. 54–67.
Salvador, R. (2017). La Comunidad de Madrid apuesta por el modelo flipped classroom”. . Especial Flipcon Spain’17 El valor de una idea la transforma en realidade 3, 4-5.
Saranraj, Loganthan, & Shahila, a. Z. (2016, January). MOTIVATION IN SECOND LANGUAGE LEARNING – A RETROSPECT. International Interdisciplinary Research Journal 4.1, pp. 7-13.
Schunk, H. D. (2012). Learning theories: An educational perspective (6th ed). Boston: Pearson.
Sulistyawati, E. N., & Bram, B. (2021). Morphological Teaching Strategies to . Journal of English teaching, 7(2), 179-190.
Svinicki, M. V. (2012). Motivation and Learning: Modern Theories. In: Seel, N.M. (eds). Encyclopedia of the Sciences of Learning. Springer, Boston, MA. , pp. 2336–2339.
Tatto, M. T., Richmond, G., & Andrews, a. D. (2016). The Research We Need in Teacher Education. Journal of Teacher Education, 247–250.
Tohidi, H., & Jabbari, a. M. (2011). The effects of motivation in education. Elsevier Ltd., pp. 820 - 824.
Tranquillo, Joseph, & Stecker, a. M. (2016). Using ntrinsic and extrinsic motivation in continuing professional education. Surgical neurology international 7, p. Suppl 7; S197.
Vidergor, H. E. (2022). Effects of Innovative Project-Based Learning Model on Students’ Knowledge Acquisition, Cognitive Abilities, and Personal Competences. The Interdisciplinary Journal of Problem-based Learning, 1541-5015.
Zhong, W., Ai, J., & Pan, Y. (2021). The Role of Motivation in Second Language Acquisition: A review. Atlantis Press SARL, p. 623.
Publicado
2024-01-04
Cómo citar
Rodríguez Cedeño, M. M., Mala Quinapallo, M. A., Alcívar Calderón, V. E., & Zambrano Zambrano, C. M. (2024). La Importancia de la Motivación Intrínseca y Extrínseca en la Enseñanza del Inglés en el Nivel Básico Elemental. Ciencia Latina Revista Científica Multidisciplinar, 7(6), 4593-4617. https://doi.org/10.37811/cl_rcm.v7i6.9021
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Derechos de autor 2024 María Milena Rodríguez Cedeño, Marcos Argenis Mala Quinapallo, Víctor Efrén Alcívar Calderón, Cintya Maribel Zambrano Zambrano
Esta obra está bajo licencia internacional Creative Commons Reconocimiento 4.0.
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