Autonomy-supportive teaching for developing intrinsic motivation in english students of second of bachillerato at UESMA

Abstract

This research paper analyzes the necessity of applying a new teaching style with English students of Second of Bachillerato at Unidad Educativa Salesiana María Auxiliadora (UESMA) in order to develop and increase their learning intrinsic motivation. One of the attempts is to demonstrate the presence of low levels of intrinsic motivation and perceived autonomy in students when learning a second language, in this case English. Significant results were achieved using a combination of a set of methods that allowed to triangulate the gathered information. The results showed lack of intrinsic motivation and perceived autonomy in an important number of students. A guideline for promoting the adoption of an autonomy-supportive teaching style for teachers is proposed as a possible solution.