Motivation for learning the English language and active participation in classes by students

Abstract

DOI: https://doi.org/10.46296/rc.v9i17.0404

ABSTRACT

The overall objective of this research was to analyze the relationship between students' motivation to learn English and their active participation in class, considering the importance of emotional, cognitive, and contextual factors in the teaching-learning process. A mixed-methods approach was used for the study, with a descriptive-correlational and cross-sectional design, as no follow-up periods were established. Theoretical methods such as analysis-synthesis, inductive-deductive reasoning, and a systemic approach were applied, allowing for a comprehensive interpretation of the collected data. Techniques such as structured surveys were used to facilitate the identification of motivation levels and forms of participation within the English classroom. The results showed that a high level of motivation positively influences students' active participation, reflected in a greater willingness to speak, engage in collaborative activities, and maintain a positive attitude toward language learning. Furthermore, it was identified that dynamic teaching strategies, the use of technological resources, and a motivating classroom environment strengthen students' interest and commitment. It is concluded that motivation is a key element in promoting active participation in English classes, making it essential for teachers to implement innovative, student-centered methodologies aimed at strengthening interest, confidence, and meaningful language learning, thus contributing to improved academic performance and the development of competencies.

Keywords: motivation, learning, participation, performance.