| Revista: | Revista lengua y cultura |
| Base de datos: | |
| Número de sistema: | 000586268 |
| ISSN: | 2683-2321 |
| Autores: | Bueno Reyna, Perla Alicia1 Alvarado Martínez, Elizabeth1 |
| Instituciones: | 1Universidad Autónoma de Nuevo León, |
| Año: | 2022 |
| Volumen: | 3 |
| Número: | 6 |
| Paginación: | 111-120 |
| País: | México |
| Idioma: | Español |
| There is a large number of learning strategies used in foreign language courses (FL). Frequently, priority is given to the development of grammar, reading comprehension, or vocabulary skills, leaving aside the feelings of the students and their motivation to learn. The use of virtual tandems is considered one of the tools that favor motivation in learning English as a FL. These consist of a group of virtual sessions between students who want to learn a foreign language, where they naturally exchange knowledge and vocabulary. The present study aims to identify changes in the motivation of students when using virtual language tandems. A qualitative methodology was followed, through discourse analysis in various pad-lets and a focus group of 21 subjects, where they were asked some questions related to their participation in the project and their experiences. The results were analyzed following the constructs of the Gardner y Lambert (1972) model as a reference and it was found that the use of virtual language tandems favors the attitude, interest, and, above all, the motivation that students have when learning to speak English as a FL. | |
| Resumen en inglés | There is a large number of learning strategies used in foreign language courses (FL). Frequently, priority is given to the development of grammar, reading comprehension or vocabulary skills, leaving aside the feelings of the students and their motivation to learn. The use of virtual tandems is considered one of the tools that favors motivation in learning English as a FL. These consist of a group of virtual sessions between students who want to learn a foreign language, where they exchange knowledge and vocabulary in a natural way. The present study aims to identify changes in the motivation of students when using virtual language tandems. A qualitative methodology was followed, through discourse analysis in various padlets and a focus group of 21 subjects, where they were asked some questions related to their participation in the project and their experiences. The results were analyzed following the constructs of the Gardner y Lambert (1972) model as a reference and it was found that the use of virtual language tandems favors the attitude, interest, and, above all, the motivation that students have when learning to speak English as a FL. |
| Resumen en español | Existe un gran número de estrategias de aprendizaje que se utilizan en los cursos de lenguas extranjeras (LEX). Frecuentemente, se le otorga prioridad al desarrollo de habilidades gramaticales, de comprensión lectora o de vocabulario, dejando a un lado el sentir de los estudiantes y su motivación para aprender. El uso de tándems virtuales se considera como una de las herramientas que favorece la motivación en el aprendizaje del inglés como LEX. Estos consisten en un grupo de sesiones virtuales entre estudiantes que desean aprender una lengua extranjera, en donde intercambian conocimientos y vocabulario de una manera natural. El presente trabajo tiene como objetivo identificar cambios en la motivación de los alumnos al utilizar los tándems virtuales de lengua. Se siguió una metodología cualitativa, a través del análisis del discurso en varios padlets y un grupo focal a 21 sujetos, en donde se les hicieron algunas preguntas relacionadas con su participación en el proyecto y sus experiencias. Los resultados se analizaron siguiendo como referencia los constructos del modelo de Gardner y Lambert (1972) y se encontró que el uso de tándems virtuales de lenguas favorece a la actitud, el interés, y, sobre todo, la motivación que tienen los estudiantes ante el aprendizaje del inglés como LEX. |
| Palabras clave: | Aprendizaje, lengua extranjera, motivación, padlets |
| Keyword: | Foreign language, learning, motivation, padlets |
| Texto completo: | Texto completo (Ver PDF) |
