Motivación estudiantil en CORONAPOLIS: Efectos de las percepciones de distancia transaccional en la motivación de los estudiantes universitarios de inglés como lengua extranjera
DOI:
https://doi.org/10.26817/16925777.1452Palabras clave:
Motivación, distancia transaccional, educación a distancia, COVID-19, EFL, educación terciariaResumen
El concepto de Distancia Transaccional (TD) experimentado en la educación a distancia se ha registrado como un punto focal en muchos estudios que examinan sus efectos en varias dimensiones en diferentes cursos. Sin embargo, hay escasez de investigación sobre TD en relación con la motivación del alumno en el aprendizaje de idiomas. Este estudio de caso exploratorio investigó las percepciones de TD de estudiantes universitarios de EFL (inglés como lengua extranjera) que participan en cursos de educación a distancia realizados en una universidad turca dentro de los límites de CORONAPOLIS, una ciudad imaginaria que se encuentra bajo la amenaza y los efectos destructivos de la pandemia de Covid-19. Específicamente, este estudio examinó los efectos de las percepciones de TD en la motivación de 87 estudiantes de inglés como lengua extranjera. Los datos se recopilaron a través de autoinformes informales de los participantes y preguntas abiertas. Los resultados del análisis de contenido mostraron que los participantes tenían diferentes percepciones de las dimensiones de TD; diálogo, estructura y autonomía. Los resultados también mostraron que tenían diferentes experiencias motivacionales en relación con sus percepciones. A la luz de los resultados, se sugiere la formación teórico-práctica del cuerpo docente y la integración de cursos de educación a distancia en los programas de grado/grado.
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