English Foreign Language vs. English as a Lingua Franca: An Exploration of Student Motivation Towards Two Approaches to the Teaching of English as a Foreign Language / Inglés como lengua extranjera versus inglés como lengua franca: una exploración...

Palabras clave: inglés como lengua extranjera (EFL); inglés como lingua franca (ELF); motivación; inglés global.


El inglés y el aprendizaje del idioma inglés se están volviendo cada vez más importantes en la sociedad moderna y tanto los estudiantes como los educadores ven una mayor importancia en el uso del idioma en el escenario global. A medida que el inglés reclama cada vez más su derecho a ser el idioma global predeterminado, desde entonces han surgido preguntas sobre si la enseñanza del idioma debería cambiar y cómo: ¿debería la educación del idioma inglés centrarse en un enfoque más tradicional en el que se enfatice la comunicación estricta con el hablante nativo y la gramática y la mecánica se encuentra a la vanguardia (es decir, inglés como lengua extranjera o EFL) o debería centrarse en un enfoque global en el que la comunicación dentro y entre hablantes no nativos sea el foco y la comunicabilidad y la comprensibilidad tengan prioridad (es decir, el inglés como lengua Franca o ELF)? Este estudio proporciona información sobre las actitudes de los estudiantes (que representan varios niveles de grado, tipos de vías y niveles de esfuerzo) en torno a la motivación hacia estos dos enfoques de educación del idioma inglés. Los resultados mostraron que los estudiantes secundarios como un colectivo tienden a preferir ELF. Las implicaciones de esta investigación sugerirían un nuevo examen del plan de estudios actual del idioma inglés, especialmente entre los niveles de grado más altos, para determinar cómo adaptar el aprendizaje del idioma inglés tanto al interés de los estudiantes como a una sociedad cada vez más global de habla inglesa.



English and English language learning are becoming increasingly important in modern day society and students and educators alike are seeing greater importance in the use of the language on the global stage. As English increasingly stakes its claim as the default global language, questions have since emerged around if and how the teaching of it should shift: should English language education focus on a more traditional approach wherein strict communication with the native-speaker is emphasized and grammar and mechanics lie at the forefront (i.e., English Foreign Language or EFL) or should it focus on a more global approach wherein communication within and among non-native speakers is the focus and communicability and comprehensibility take precedence (i.e., English as a Lingua Franca or ELF)? This study provides insight into the attitudes of students (representing various grade levels, pathway types, and levels of effort) around motivation towards these two competing English language education approaches. The results showed that secondary students as a whole tend to favor the latter, with a particular preference among groups of older students and those that put forth greater effort. The implications of this research would suggest a re-examination of the current English language curriculum, especially among higher grade levels, in order to determine how best to tailor English language learning both to student interest and to a forever more global English-speaking society.


Keywords: english as a foreign language (EFL); english as a lingua franca (EFL); motivation; global english.


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Cómo citar
Wasik, B. (2023). English Foreign Language vs. English as a Lingua Franca: An Exploration of Student Motivation Towards Two Approaches to the Teaching of English as a Foreign Language / Inglés como lengua extranjera versus inglés como lengua franca: una exploración. TEJUELO. Didáctica De La Lengua Y La Literatura. Educación / TEJUELO. Didactics of Language and Literature. Education, 38, 261-308. https://doi.org/10.17398/1988-8430.38.261