Motivação para a aprendizagem de inglês como língua adicional por parte de alunos de escolas públicas

Abstract

This work is a study on motivation of students in Brazilian public schools learning English as an additional language. Our main objective was to survey studies on this topic on the Google Scholar platform to understand the relevance and impacts of motivation in the classroom. Our theoretical framework sought to clarify the concept of motivation and indicate the most relevant types of motivation for the learning of an additional language. The studies of Gardner and Lambert (1972), Dörnyei (2001 and 2009), Deci and Ryan (1985), Costinel and Magdalena (2023), Bernard (2010), Zareian and Jodaei (2015), Noels, Clement and Pelletier (2001), Rehman (2014), Williams and Burden (1997), Kaboody (2013), Pintrich e Shunk (1996) were used as a theoretical basis. The research methodology was quantitative and qualitative, through a systematic literature review, which involves the quantitative survey of studies and subsequent qualitative analysis of the results. Our database was the Google Scholar research portal. We decided to carry out a survey, on this portal, of studies carried out in Brazil in the last 10 years (2014 to 2024), to generate data that could answer our research questions. The results pointed out that motivation is, in fact, essential for learning English and that extrinsic motivation is the most prevalent type of motivation for students in public schools. However, there are still few studies on the topic nationwide.