Instrumental and integrative model for increasing student's motivation in english language learning

Abstract

Motivation is the most essential element in the teaching and learning process. The rise of different pedagogical models to include them as effective methods in learning the English language has shown that not all of them have the necessary effectiveness for the students to feel motivated in the acquisition of new knowledge. Therefore, this research project aimed to explore the impact of using the Integrative and Instrumental model so that students feel motivated and committed to introducing English into their lives. This study used a qualitative and phenomenological research method, with five teachers from “Escuela de Educación Básica Jean Piaget and Unidad Educatica José Pedro Varela” who participated as a sample. The authors applied a focus group of face- to-face and virtual sessions to know the different perspectives of the interviewees, on the usefulness and effectiveness of using these two pedagogical models. The research revealed the factors that interviewees consider important regarding the influence that these models have on motivation and commitment to learning English and its inclusion in the daily life of students, thus improving learning outside of the classroom.