The role of socio-economic factors in motivation to learn English as a foreign language:the case of Chile
By Judit Kormos, Thom Kiddle. 2013
137 citations recorded by the source corpus.
In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyze how motivational variables differ depending on students’ social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.
Subfields: Education, Language and Linguistics, Literature and Literary Theory
View Paper: https://www.semanticscholar.org/paper/7928d3bfbe577384fa06380fae89c4c2e3cee30a
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In Education
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Citations in the corpus
- Investment and motivation in language learning: What's the difference? (2021, background): “…the L2MSS, motivation research extended to understandings of differences in metropolitan, urban and rural settings (Lamb, 2012), socioeconomic factors (Kormos & Kiddle, 2013), and the impact of parents and teachers (Csizér & Galántai, 2012), all of which align with our understanding of context.”