| Tartalmi leírás: |
This qualitative study delves into the motivations and experiences shaping non-English major university students' English language learning journey in Ecuador. As part of a university research project, it investigates individual, sociocultural, and educational factors shaping students' language acquisition endeavors through semi-structured interviews with ten participants. Key focal points include students' perceptions of their Ideal L2 Self, the role of teachers in motivation, and the challenges ingrained within the Ecuadorian educational system. The findings depict that teacher-student relationships, dynamic teaching methods, and contextual relevance boost positive learning experiences and student motivation. The study reveals students' reliance on teachers for emotional support alongside methodological guidance, highlighting the symbiotic relationship between teacher attributes—such as empathy, altruism, and charisma—and student engagement. Moreover, students often perceive their professors as paragons of language proficiency, drawing inspiration from teachers for their own linguistic journeys; a dimension often overlooked in traditional pedagogical approaches. In light of these findings, the study advocates for a paradigm shift in teacher training programs to cultivate attributes that can foster a supportive and stimulating learning environment. Future research avenues include longitudinal studies investigating the long-term impact of teacher characteristics and instructional practices on student motivation and language proficiency.
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