The impact of ESA methodology on students’ motivation when learning a foreign language

Abstract

The main objective of this exploratory bibliographic research was to determine the impact of Engage, Study, Activate (ESA) methodology on students' motivation when learning English as a foreign language. The information was gathered from twenty studies that provided empirical and theoretical information, and all the articles used were obtained through online databases. Furthermore, the criteria for selecting the studies was based on learning or teaching English as a Foreign Language (EFL) with the application of ESA methodology, considering all levels of education and countries around the world. Another requirement for choosing the articles was that they had to be published within the last five years. Consequently, the objectives were achieved by the analysis of the influence of ESA on students’ motivation, teachers’ perceptions towards the application of ESA methodology, and the effectiveness of ESA methodology in the development of the English language skills in an EFL classroom. The results of this research synthesis illustrate that ESA methodology is beneficial to boost students’ motivation, and therefore their language skills and subskills. Evidentially, this methodology presented more advantages than disadvantages, and likewise, both teachers and students hold positive perspectives towards ESA methodology. Lastly, some recommendations based on some concerns gathered through the analysis of the data that may help for future research were presented