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    Rights statement: The final, definitive version of this article has been published in the Journal, System 41 (2), 2013, © ELSEVIER.

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The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile

Research output: Contribution to Journal/Magazine › Journal article › peer-review

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The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile. / Kormos, Judit; Kiddle, Thom.
In: System, Vol. 41, No. 2, 06.2013, p. 399-412.

Research output: Contribution to Journal/Magazine › Journal article › peer-review

Harvard

Kormos, J & Kiddle, T 2013, 'The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile', System, vol. 41, no. 2, pp. 399-412. https://doi.org/10.1016/j.system.2013.03.006

APA

Kormos, J., & Kiddle, T. (2013). The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile. System, 41(2), 399-412. https://doi.org/10.1016/j.system.2013.03.006

Vancouver

Kormos J, Kiddle T. The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile. System. 2013 Jun;41(2):399-412. doi: 10.1016/j.system.2013.03.006

Author

Kormos, Judit ; Kiddle, Thom. / The role of socio-economic factors in motivation to learn English as a foreign language : the case of Chile. In: System. 2013 ; Vol. 41, No. 2. pp. 399-412.

Bibtex

@article{55797c9df14e4a928baa3b3f4b493981,
title = "The role of socio-economic factors in motivation to learn English as a foreign language: the case of Chile",
abstract = "In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyze how motivational variables differ depending on students{\textquoteright} social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system. ",
keywords = "motivation, socio-economic status, social class, attitudes, self-regulation",
author = "Judit Kormos and Thom Kiddle",
note = "The final, definitive version of this article has been published in the Journal, System 41 (2), 2013, {\textcopyright} ELSEVIER.",
year = "2013",
month = jun,
doi = "10.1016/j.system.2013.03.006",
language = "English",
volume = "41",
pages = "399--412",
journal = "System",
issn = "0346-251X",
publisher = "Elsevier Limited",
number = "2",

}

RIS

TY - JOUR

T1 - The role of socio-economic factors in motivation to learn English as a foreign language

T2 - the case of Chile

AU - Kormos, Judit

AU - Kiddle, Thom

N1 - The final, definitive version of this article has been published in the Journal, System 41 (2), 2013, © ELSEVIER.

PY - 2013/6

Y1 - 2013/6

N2 - In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyze how motivational variables differ depending on students’ social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.

AB - In the present study we surveyed the English language learning motivations of 740 secondary school students belonging to different social classes in the capital of Chile, Santiago. We applied multiple analyses of variance to analyze how motivational variables differ depending on students’ social class. The results suggest that social class has an overall medium-size effect on motivational factors with self-efficacy beliefs being the most strongly related to socio-economic status. The most important differences in motivation, self-regulation and learner autonomy were found between upper-middle and high social class students on the one hand and low and lower middle class students on the other hand, which we explained with reference to the inequality created by the Chilean schooling system.

KW - motivation

KW - socio-economic status

KW - social class

KW - attitudes

KW - self-regulation

U2 - 10.1016/j.system.2013.03.006

DO - 10.1016/j.system.2013.03.006

M3 - Journal article

VL - 41

SP - 399

EP - 412

JO - System

JF - System

SN - 0346-251X

IS - 2

ER -