Affect and motivation in second language learning

Abstract

Affect and motivation are determining elements in learning a second language because they contribute to adopting solid behaviors towards the achievement of the students’ objectives. Numerous previous studies underline the holistic and situational nature of both concepts, thus assuming the effect that the actors, the contents, the technology and the culture have on them and on the training work.

Following this same approach, the main objective of this study was to analyse how the educational environment influences the expectations and motivation of students during their process of learning a second language. To do this, university students of a second language, from two different cultures, were surveyed, both in face-to-face and virtual environments. The sample consisted of students of Education and Phonoaudiology bachelor degrees, in face-to-face modality in Bogotá, Colombia, as well as of Translation and Interpreting bachelor degrees, in the virtual modality, in Spain.

The paper is organised as follows: we present the conceptual bases of learning that underline the importance of affect and motivation for its achievement; then, the methodology used in the study and, finally, the results of our research. The results highlight the importance of the educational environment in the expectations of the students. In the same way, a different behaviour of the motivational factor is observed according to the modality of study and higher expectations of the students, in virtual modality, related to the obligations that the teaching staff must fulfill to guarantee quality teaching. However, affect remains an essential element in both training environments, a catalyst for student motivation throughout their training. The methodology through which the study was conducted is qualitative, following the action-research approach.