Tipos de motivación para aprender inglés como lengua extranjera en estudiantes normalistas

Jorge Alberto Avitia; Maricarmen  Pérez Carbajal

doi:10.20983/chihuahuahoy.2026.24.6

Authors

Jorge Alberto Avitia Centro de Actualización del Magisterio de Ciudad Juárez https://orcid.org/0009-0006-9506-4139
Maricarmen Pérez Carbajal Centro de Investigación y Docencia https://orcid.org/0000-0001-8543-2424

DOI:

https://doi.org/10.20983/chihuahuahoy.2026.24.6

Keywords:

Foreign language, Undergraduate education, Measurement instruments, Bilingual education, Language acquisition

Abstract

This paper reports the results of a study between second language acquisition and motivation in students at the Escuela Normal Superior “José E. Medrano R.”. The approach to motivation in this research is based on the Self-Determination Theory (SDT), that categorizes the level and orientation of motivation as amotivation, intrinsic motivation and extrinsic motivation, which are further divided into several scales. This study also examines if there are any differences in motivation according to sociodemographic and academic variables, such as students’ gender, their field of specialization (major), semester, sex and their campus (Ciudad Juárez and Chihuahua). This study was conducted using the Language Learning Orientation Scale (LLOS-IEA) to collect information provided by the participants. A quantitative design was employed with 245 students participating. The results show strong levels of motivation in the geography field of specialization compared to the rest. On the other hand, there were no differences in intrinsic and extrinsic motivation. Chihuahua’s students displayed a higher motivation that the students form Ciudad Juárez. Finally, the Identified Regulation subscale had the highest mean score across all specializations.

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Author Biographies

Jorge Alberto Avitia, Centro de Actualización del Magisterio de Ciudad Juárez

Maestro en Educación y Planificación y Desarrollo Urbano, es docente y formador con experiencia en psicología, educación inicial y enseñanza del inglés como lengua extranjera. Ha trabajado con docentes en formación y es Profesor de Tiempo Completo en el Centro de Actualización del Magisterio de Ciudad Juárez.

Maricarmen Pérez Carbajal, Centro de Investigación y Docencia

Doctora en Educación, docente-investigadora del Centro de Investigación y Docencia. Desarrolla su labor investigativa en la intersección entre tecnología educativa, competencias digitales docentes y formación docente. Su trayectoria incluye el análisis sistemático de la integración de inteligencia artificial en contextos educativos, particularmente en educación básica.

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