Why do students choose EMI courses? An analysis of their motivational drives

Iratxe Serna-Bermejo; David Lasagabaster Herrarte

doi:10.30827/portalin.vi40.27025

Autores/as

Iratxe Serna-Bermejo UPV/EHU https://orcid.org/0000-0001-6344-4897
David Lasagabaster Herrarte https://orcid.org/0000-0001-7750-2314

DOI:

https://doi.org/10.30827/portalin.vi40.27025

Palabras clave:

Motivación, Instrucción en inglés, Instrucción en euskera, Multilingüismo, Educación Universitaria.

Resumen

Históricamente, la motivación ha sido un tema de gran interés para los estudiosos del área de la educación y la enseñanza de lenguas. Sin embargo, a medida que las realidades educativas van cambiando, nos encontramos con nuevas preguntas que deben ser resueltas. En este estudio pretendemos conocer las motivaciones que llevan a los estudiantes universitarios a matricularse en EMI (English-medium Instruction) en lugar de elegir su L1 BMI (Basque-medium Instruction) o SMI (Spanish-medium Instruction). 455 estudiantes de la Universidad del País Vasco UPV/EHU cumplimentaron un cuestionario en el que se les preguntó acerca de sus motivaciones hacia EMI, tomando como marco teórico el L2MSS de Dörnyei (2005). El análisis estadístico reveló que la mayoría de estudiantes mostraron motivaciones relacionadas con el Yo ideal y con las preferencias personales, mientras que no se sentían presionados por sus tutores ni por la propia universidad (Yo deóntico) para estudiar en inglés. El carácter innovador de este estudio radica en que la mayoría de estudiantes que han participado en esta investigación tienen como L1 el euskera (lengua minoritaria) y/o el castellano (lengua mayoritaria). Esto ha permitido identificar las motivaciones de los estudiantes para elegir EMI frente a BMI o SMI en una universidad multilingüe.

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