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The lived experience of a teacher of english while generating efl students’ motivation: a phenomenological study

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dc.contributor.advisorAguas Castillo, Pedro Pablospa
dc.contributor.authorVellojín Zarco, Diana Marcela
dc.contributor.authorHernández Pacheco, Mara Selena
dc.date.accessioned2022-08-03T17:13:39Z
dc.date.available2022-08-03T17:13:39Z
dc.date.issued2022-07-29
dc.description.abstractMotivation is considered an important prime mover for all human activity and therefore also for learning in school, foreign language teachers play a vital role in the students’ foreign language learning process. The purpose of this phenomenological study was to describe the perceptions of a teacher of English concerning his experience to generate motivation in his demotivated students. The study employed Colazzi’s seven-steps method of phenomenological analysis. The researchers collected the data through semi-structured interviews following Seidman’s model and also using reflective diaries. Four themes emerged from the data: (a) being a father and a psychologist in the classroom, (b) a sense of mixed feelings, (c) a struggle for fulfilling a pedagogical role, and (d) Students-centeredness and integratedness in foreign language education. The completion of this study is meaningful to the stakeholders, especially secondary school teachers who can find it helpful to their process of teaching, in order to keep their pupils’ motivation in learning English.eng
dc.description.degreelevelPregradospa
dc.description.degreenameLicenciado(a) en Lenguas Extranjeras con Énfasis en Inglésspa
dc.description.modalityMonografíasspa
dc.description.resumenLa motivación se considera un motor principal importante para toda actividad humana y, por lo tanto, también para el aprendizaje en la escuela, los profesores de lenguas extranjeras juegan un papel vital en el proceso de aprendizaje de lenguas extranjeras de los estudiantes. El propósito de este estudio fenomenológico fue describir las percepciones de un docente de inglés acerca de su experiencia para generar motivación en sus estudiantes desmotivados. El estudio empleó el método de análisis fenomenológico de los siete pasos de Colazzi. Los investigadores recolectaron los datos a través de entrevistas semiestructuradas siguiendo el modelo de Seidman y también utilizando diarios reflexivos. De los datos surgieron cuatro temas: (a) ser padre y psicólogo en el aula, (b) una sensación de sentimientos encontrados, (c) una lucha por cumplir un rol pedagógico, y (d) Centrarse en los estudiantes e integración en enseñanza de lenguas extranjeras. La finalización de este estudio es significativa para las partes interesadas, especialmente para los docentes de secundaria, quienes pueden encontrarlo útil para su proceso de enseñanza, a fin de mantener la motivación de sus estudiantes en el aprendizaje del inglés.spa
dc.description.tableofcontents1. Introduction................................................................................................................... 8spa
dc.description.tableofcontents2. Theoretical Framework .............................................................................................. 12spa
dc.description.tableofcontents2.1. Conceptual Framework .......................................................................................................... 12spa
dc.description.tableofcontents2.1.1. Motivation and Demotivation in Foreign Language Learning Process........................... 12spa
dc.description.tableofcontents2.1.2. Types of Motivation........................................................................................................ 12spa
dc.description.tableofcontents2.1.2.1. Intrinsic and Extrinsic Motivation. .............................................................................. 13spa
dc.description.tableofcontents2.1.3. The teacher’s role as a motivator .................................................................................... 13spa
dc.description.tableofcontents2.2. Literature Review................................................................................................................... 14spa
dc.description.tableofcontents3. Methodology ................................................................................................................ 18spa
dc.description.tableofcontents3.1. Type of study.......................................................................................................................... 18spa
dc.description.tableofcontents3.2. Research Context and Participants......................................................................................... 19spa
dc.description.tableofcontents3.3. Data Collection....................................................................................................................... 20spa
dc.description.tableofcontents3.4. Data Analysis......................................................................................................................... 21spa
dc.description.tableofcontents4. Findings........................................................................................................................ 23spa
dc.description.tableofcontents4.1. Being a father and a psychologist in the classroom. .............................................................. 23spa
dc.description.tableofcontents4.2. A sense of mixed feelings. ..................................................................................................... 24spa
dc.description.tableofcontents4.3. A struggle for fulfilling a pedagogical role............................................................................ 25spa
dc.description.tableofcontents4.4. Student-centeredness and integratedness in foreign language education............................... 27spa
dc.description.tableofcontents4.5. Fundamental structure............................................................................................................ 28spa
dc.description.tableofcontents5. Discussion..................................................................................................................... 30spa
dc.description.tableofcontents6. Reflection...................................................................................................................... 36spa
dc.description.tableofcontents7. Conclusions.................................................................................................................. 38spa
dc.description.tableofcontents8. References.................................................................................................................... 40spa
dc.description.tableofcontents9. Appendixes................................................................................................................... 45spa
dc.format.mimetypeapplication/pdfspa
dc.identifier.urihttps://repositorio.unicordoba.edu.co/handle/ucordoba/6226
dc.language.isoengspa
dc.publisher.facultyFacultad de Educación y Ciencias Humanasspa
dc.publisher.placeMontería, Córdoba, Colombiaspa
dc.publisher.programLicenciatura en Lenguas Extranjeras con Énfasis en Inglésspa
dc.rightsCopyright Universidad de Córdoba, 2022spa
dc.rights.accessrightsinfo:eu-repo/semantics/openAccessspa
dc.rights.creativecommonsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)spa
dc.rights.urihttps://creativecommons.org/licenses/by-nc-nd/4.0/spa
dc.subject.keywordsStudents’ demotivationeng
dc.subject.keywordsMotivationeng
dc.subject.keywordsEnglish learningeng
dc.subject.keywordsEnglish teacherseng
dc.subject.proposalDesmotivación de los estudiantesspa
dc.subject.proposalMotivaciónspa
dc.subject.proposalAprendizaje de inglésspa
dc.subject.proposalProfesores de inglésspa
dc.titleThe lived experience of a teacher of english while generating efl students’ motivation: a phenomenological studyspa
dc.typeTrabajo de grado - Pregradospa
dc.type.coarhttp://purl.org/coar/resource_type/c_7a1fspa
dc.type.contentTextspa
dc.type.driverinfo:eu-repo/semantics/bachelorThesisspa
dc.type.redcolhttps://purl.org/redcol/resource_type/TP
dc.type.versioninfo:eu-repo/semantics/submittedVersionspa
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