Universal Journal of Educational Research Vol. 9(4), pp. 741 - 747
DOI: 10.13189/ujer.2021.090405
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Comparative Study of English Language Learning Motivation of Senior High School Students in Rural and Urban Contexts of Ibarra and Atuntaqui

Christian Andrade-Molina ^1,*, Gabriela Bastidas-Amador ¹, Paolo Fabre-Merchan ², Gabriela Portilla-Torres ^3
1 Language Pedagogy Department, College of Education, Universidad Técnica del Norte, 100105, Ibarra, Imbabura, Ecuador
² English Language Teaching Department, College of Education, Universidad Estatal de Milagro, 091701, Milagro, Guayas, Ecuador
³ Ecuador English Language Department, Universidad Yachay Tech, 100650 Urcuqui, Imbabura, Ecuador

ABSTRACT

The teaching and learning of a foreign language (FL) is undoubtedly a complex process that involves many factors to achieve a high degree of development by students. These factors range from students' linguistic skills, cultural socio-economic elements of educational institutions and the methodologies used by teachers. The field of foreign language research has found a recurrent factor which can greatly influence the learners' second language achievement or foreign language acquisition, this pivotal factor is motivation. This study is aimed to compare English language learning motivation in urban and rural high school contexts. The sample included students from 16-18 years old. This study took a quantitative approach using a cross-sectional analysis with an exploratory scope. Descriptive statistics were used to determine the relationship between motivation in English language learning and urban or rural context. Utilizing Dörnyei's second language (L2) Motivational Self System as the theoretical framework, for this study, sections from 4 validated questionnaires were utilized. The results showed there is no marked and regular numerical difference for the variables studied. However, throughout the discussion, there were some significant differences in certain variables, so that the particularities represented by them can lead to important conclusions. These outcomes allow having greater clarity about the importance of contextualizing the English language as a foreign language teaching in both settings to improve the motivation of the students in the process.

KEYWORDS
English Language Learning, Motivation, Urban and Rural Contexts

Cite This Paper in IEEE or APA Citation Styles
(a). IEEE Format:
[1] Christian Andrade-Molina , Gabriela Bastidas-Amador , Paolo Fabre-Merchan , Gabriela Portilla-Torres , "Comparative Study of English Language Learning Motivation of Senior High School Students in Rural and Urban Contexts of Ibarra and Atuntaqui," Universal Journal of Educational Research, Vol. 9, No. 4, pp. 741 - 747, 2021. DOI: 10.13189/ujer.2021.090405.

(b). APA Format:
Christian Andrade-Molina , Gabriela Bastidas-Amador , Paolo Fabre-Merchan , Gabriela Portilla-Torres (2021). Comparative Study of English Language Learning Motivation of Senior High School Students in Rural and Urban Contexts of Ibarra and Atuntaqui. Universal Journal of Educational Research, 9(4), 741 - 747. DOI: 10.13189/ujer.2021.090405.