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(De)Motivating Factors Among TESOL Professionals Writing in English for Publication From South America
Factores (des)motivantes entre profesionales en la enseñanza del inglés como lengua extranjera que escriben en inglés para publicación desde Sudamérica
DOI:
https://doi.org/10.15446/profile.v26n1.108198Keywords:
demotivation, experiences, motivation, South America, writing for publication (en)desmotivación, escritura para publicación, experiencias, motivación, Sudamérica (es)
While the literature has examined the experiences and attitudes of TESOL (Teaching English to Speakers of Other Languages) professionals toward writing in English for publication in terms of material, environmental, and political conditions as well as (non)discursive challenges, little is known about the (de)motivating factors underpinning their drive to publish in English, particularly in South America. This study explores the (de)motivation of 522 TESOL professionals in South America to write for publication in English. The study adopted a sequential mixed-methods design that consisted of an online survey followed by 20 individual interviews with purposefully sampled participants. Findings show that, despite personal and social-contextual challenges, the participants were driven by altruism, impact, and self-efficacy.
La literatura ha examinado las experiencias y actitudes de los profesionales en la enseñanza del inglés como lengua extranjera en relación con condiciones materiales, contextuales y políticas, así como en relación con dificultades (no)discursivas. Sin embargo, poco se conoce sobre los factores (des)motivantes que subyacen para publicar en inglés en Sudamérica. Por tanto, este estudio exploró la (des)motivación alrededor de la escritura en inglés para publicación entre 522 profesionales de inglés como lengua extranjera en Sudamérica. Se adoptó un diseño de método secuencial mixto que consistió en una encuesta en línea seguida por veinte entrevistas individuales con participantes escogidos selectivamente. Los resultados sugieren que, a pesar de los desafíos personales y sociocontextuales, los participantes dieron prioridad al altruismo, el impacto, y la autoeficacia.
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