The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education

The learning of a foreign language, which in Spain is mostly English, is influenced by different factors such as learning strategies, personalities, motivations, and attitudes toward the language, among others. The aim of this research is to determine the attitudes of foreign language students consi...

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Detalles Bibliográficos
Autores: Arrosagaray, Marcelino, González Peiteado, Margarita, Pino Juste, Margarita, Rodríguez López, Beatriz María
Tipo de recurso: artículo
Fecha de publicación:2022
País:España
Institución:Universidad Nacional de Educación a Distancia
Repositorio:e-spacio. Repositorio Institucional de la UNED
Idioma:inglés
OAI Identifier:oai:e-spacio.uned.es:20.500.14468/29771
Acceso en línea:https://hdl.handle.net/20.500.14468/29771
Access Level:acceso abierto
Palabra clave:5801.07 Métodos pedagógicos
Foreign Language
Attitude
Motivation
Interest
Variables
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spelling The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher EducationArrosagaray, MarcelinoGonzález Peiteado, MargaritaPino Juste, MargaritaRodríguez López, Beatriz María5801.07 Métodos pedagógicosForeign LanguageAttitudeMotivationInterestVariablesThe learning of a foreign language, which in Spain is mostly English, is influenced by different factors such as learning strategies, personalities, motivations, and attitudes toward the language, among others. The aim of this research is to determine the attitudes of foreign language students considering gender, age, employment situation, and learning modality (face-to-face [N = 184], blended learning [N = 243], and distance or e-learning [N = 200]). Our research has carried out a quasi-experimental and cross-sectional study with a descriptive purpose. The sample is made up of 627 foreign language students with an average age of 40.15 years. Among the most important results of our research, we point out that students’ attitudes are relatively positive, especially in self-efficacy and attitudes toward instruction, and low in the case of interest in the language. Women show more positive attitudes and perform better than men. In relation to the learning modality, face to-face students show greater motivation, self-efficacy, and better attitudes toward instruction. However, the interest is greater in the group of distance learning students. We consider it necessary to assess the attitudes of foreign language students according to their different learning modalities to design suitable educational programs.Commond Grounde-Spacio UNED20252025-07-2820222022-01-0120222022-01-01journal articlehttp://purl.org/coar/resource_type/c_6501info:eu-repo/semantics/articleapplication/pdfhttps://hdl.handle.net/20.500.14468/29771reponame:e-spacio. Repositorio Institucional de la UNEDinstname:Universidad Nacional de Educación a DistanciaInglésengopen accesshttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccesshttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.esoai:e-spacio.uned.es:20.500.14468/297712026-06-06T12:38:31Z
dc.title.none.fl_str_mv The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
title The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
spellingShingle The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
Arrosagaray, Marcelino
5801.07 Métodos pedagógicos
Foreign Language
Attitude
Motivation
Interest
Variables
title_short The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
title_full The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
title_fullStr The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
title_full_unstemmed The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
title_sort The Role of Attitude toward Foreign Language Learning in Emerging Learning Contexts in Higher Education
dc.creator.none.fl_str_mv Arrosagaray, Marcelino
González Peiteado, Margarita
Pino Juste, Margarita
Rodríguez López, Beatriz María
author Arrosagaray, Marcelino
author_facet Arrosagaray, Marcelino
González Peiteado, Margarita
Pino Juste, Margarita
Rodríguez López, Beatriz María
author_role author
author2 González Peiteado, Margarita
Pino Juste, Margarita
Rodríguez López, Beatriz María
author2_role author
author
author
dc.contributor.none.fl_str_mv e-Spacio UNED
dc.subject.none.fl_str_mv 5801.07 Métodos pedagógicos
Foreign Language
Attitude
Motivation
Interest
Variables
topic 5801.07 Métodos pedagógicos
Foreign Language
Attitude
Motivation
Interest
Variables
description The learning of a foreign language, which in Spain is mostly English, is influenced by different factors such as learning strategies, personalities, motivations, and attitudes toward the language, among others. The aim of this research is to determine the attitudes of foreign language students considering gender, age, employment situation, and learning modality (face-to-face [N = 184], blended learning [N = 243], and distance or e-learning [N = 200]). Our research has carried out a quasi-experimental and cross-sectional study with a descriptive purpose. The sample is made up of 627 foreign language students with an average age of 40.15 years. Among the most important results of our research, we point out that students’ attitudes are relatively positive, especially in self-efficacy and attitudes toward instruction, and low in the case of interest in the language. Women show more positive attitudes and perform better than men. In relation to the learning modality, face to-face students show greater motivation, self-efficacy, and better attitudes toward instruction. However, the interest is greater in the group of distance learning students. We consider it necessary to assess the attitudes of foreign language students according to their different learning modalities to design suitable educational programs.
publishDate 2022
dc.date.none.fl_str_mv 2022
2022-01-01
2022
2022-01-01
2025
2025-07-28
dc.type.none.fl_str_mv journal article
http://purl.org/coar/resource_type/c_6501
dc.type.openaire.fl_str_mv info:eu-repo/semantics/article
format article
dc.identifier.none.fl_str_mv https://hdl.handle.net/20.500.14468/29771
url https://hdl.handle.net/20.500.14468/29771
dc.language.none.fl_str_mv Inglés
eng
language_invalid_str_mv Inglés
language eng
dc.rights.none.fl_str_mv open access
http://purl.org/coar/access_right/c_abf2
info:eu-repo/semantics/openAccess
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
rights_invalid_str_mv open access
http://purl.org/coar/access_right/c_abf2
http://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Commond Ground
publisher.none.fl_str_mv Commond Ground
dc.source.none.fl_str_mv reponame:e-spacio. Repositorio Institucional de la UNED
instname:Universidad Nacional de Educación a Distancia
instname_str Universidad Nacional de Educación a Distancia
reponame_str e-spacio. Repositorio Institucional de la UNED
collection e-spacio. Repositorio Institucional de la UNED
repository.name.fl_str_mv
repository.mail.fl_str_mv
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score 15.811543

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