Influência da motivação intrínseca na aprendizagem do inglês como língua estrangeira entre alunos com Transtorno de Déficit de Atenção e Hiperatividade (TDAH)
Palavras-chave:
Transtorno de Déficit de Atenção e Hiperatividade, língua estrangeira, aprendizagem de inglês, motivação intrínsecaResumo
A motivação intrínseca desempenha um papel fundamental na educação, particularmente na aprendizagem de línguas estrangeiras. No entanto, apesar das evidências que indicam que o uso prolongado de reforços externos pode prejudicar esse tipo de motivação, tais abordagens continuam a ser priorizadas em detrimento de estratégias que promovam a autonomia do aluno na educação de estudantes com Transtorno de Déficit de Atenção e Hiperatividade (TDAH). Consequentemente, o objetivo desta revisão é analisar estudos que examinam a influência da motivação intrínseca na aprendizagem de inglês como língua estrangeira entre estudantes com TDAH. Uma revisão sistemática da literatura foi conduzida seguindo as diretrizes PRISMA, na qual 25 estudos atenderam aos critérios de inclusão. Os resultados indicam que a motivação intrínseca influencia positivamente tanto a aprendizagem de inglês como língua estrangeira quanto o desempenho acadêmico de estudantes com TDAH. Contudo, uma relação conclusiva ainda não foi estabelecida, visto que a literatura existente abordou insuficientemente a motivação intrínseca e seus componentes fundamentais nessa população. Em conclusão, os resultados sugerem que o fomento da motivação intrínseca e das condições que a sustentam pode desempenhar um papel relevante no apoio ao envolvimento e à aprendizagem do inglês como língua estrangeira, particularmente entre estudantes com TDAH. No entanto, são necessárias mais pesquisas empíricas para preencher as lacunas existentes na literatura.
Referências
Ahmetović, E., Bećirović, S., & Dubravac, V. (2020). Motivation, Anxiety and Students’ Performance. European Journal of Contemporary Education, 9(2), 271-289. doi:10.13187/ejced.2020.2.271
Al Shboul, O. K., Rababah, L. M., Banikalef, A. A., & Mehawesh, M. I. (2023). Role of learner autonomy in intrinsic motivation in EFL writing. International Journal of English Language and Literature Studies, 12(2), 107-116. doi:10.55493/5019.v12i2.4756
Aldaghri, A. A. (2024). Incorporating Flipped Model in Learning English Grammar: Exploring EFL Students’ Intrinsic Motivation and Attainment. Journal of Language Teaching and Research, 15(3), 863-872. doi:https://doi.org/10.17507/jltr.1503.19
Alqahtani, D. A. (2024). An Investigation into the Relationship Between Saudi College EFL Learners’ Motivational Orientations, Learning Autonomy, and Achievement. Theory and Practice in Language Studies, 14(9), 2900-2910. doi:https://doi.org/10.17507/tpls.1409.25
Alsmari, N. (2023). The Interplay Between L2 Motivation and Proficiency in Predicting EFL Learners’ Pragmatic Engagement. Journal of Language Teaching and Research, 14(6), 1637-1645. doi:https://doi.org/10.17507/jltr.1406.22
American Psychiatric Association. (2014). DSM-5. Manual Diagnóstico y Estadístico de los Trastornos Mentales, 5a Ed. Editorial Médica Panamericana.
Anjomshoa, L., & Sadighi, F. (2015). The Importance of Motivation in Second Language Acquisition. International Journal on Studies in English Language and Literature (IJSELL), 126-137.
Barkley, R. A., & Pfiffner, L. J. (1949). Enhancing Education at School and at home: Methods for Success from Kidergarten through Grade 12. In R. A. Barkley, Taking Charge of ADHD: The Complete, Authoritative Guide for Parents (pp. 222-239). The Guilford Press.
Centers for Disease Control and Prevention. (2024, Octubre 22). Centers for Disease Control and Prevention. Retrieved from ADHD in the Classroom: Helping Children Succeed in School: https://www.cdc.gov/adhd/treatment/classroom.html#cdc_generic_section_2-classroom-treatment-strategies-for-students-with-adhd
Cornillie, F., Buendgens-Kosten, J., Sauro, S., & Van der Veken, J. (2021). “There’s always an option”: Collaborative Writing of Multilingual Interactive Fanfiction in a Foreign Language Class. CALICO journal, 38, 17-42. doi:https://doi.org/10.1558/cj.41119
Dan, W., & Li, M. (2024). Exploring EFL learners’ actions during the use of lecture materials in Chinese tertiary classrooms from a transactional view. Asian-Pacific Journal of Second and Foreign Language Education, 9(61). doi:https://doi.org/10.1186/s40862-024-00288-8
Deci, E. L., Ryan, R. M., & Koestner, R. (1999). A Meta-Analytic Review of Experiments Examining the Effects of Extrinsic Rewards on Intrinsic Motivation. Psychological Bulletin, 125(6), 627-668. doi:10.1037/0033-2909.125.6.627
Deci, E. L., Vallerand, R. J., Pelletier, L. G., & Ryan, R. M. (1991). Motivation and Education: The Self-Determination Perspective. Educational Psychologist, 325-346.
Dörnyei, Z., & Csizér, K. (1998). Ten commandments for motivating language learners: results of an empirical study. Language Teaching Research, 203 - 229.
Fernández-Ortega, C., Trigueros, R., & Fernández, A. (2024). Frustration of basic psychological needs and emotions in communicative intent in English as a foreign language. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras, 42, 197-214. doi:https://doi.org/10.30827/portalin.vi42.29389
Gan, Z., Liu, F., & Nang, H. (2023). The Role of Self-Efficacy, Task Value, and Intrinsic and Extrinsic Motivations in Students’ Feedback Engagement in English Learning. Behavioral Sciences, 13(5), 428. doi:https://doi.org/10.3390/bs13050428
Garrido-Hornos, M. d. (2023). The Assessment of Motivation in the Learning of EFL at University Level: Validation of the English Language Learning Motivation Scale (ELLMS) at Four Spanish State Universities. Alicante Journal of English Studies(38), 151-177. doi:https://doi.org/10.14198/raei.2023.38.09
Garro Garita, M. (2019). Análisis del uso de las cuatro habilidades lingüísticas adquiridas por las personas egresadas del programa Fortalecimiento de la enseñanza y aprendizaje del idioma inglés en las Instituciones de Educación Superior Universitaria Estatal de Costa Rica, UNED. Revista Internacional de Educación y Aprendizaje, 7(1), 47-58. Retrieved from https://edulab.es/revEDU/article/view/1906
Hornstra, R., Groenman, A. P., van der Oord, S., Luman, M., Dekkers, T. J., van der Veen-Mulders, L., . . . van den Hoofdakker, B. J. (2023). Review: Which components of behavioral parent and teacher training work for children with ADHD?– a metaregression analysis on child behavioral outcomes. Child and Adolescent Mental Health, 28(2), 258–268. doi:https://doi.org/10.1111/camh.12561
Inostroza, M. J., Perez-Villalobos, C., & Tabalí, P. (2024). Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language. Education Science, 14(3), 262. doi:https://doi.org/10.3390/educsci14030262
Jones, B. D., Llacer-Arrastia, S., & Newbil, P. B. (2009). Motivating foreign language students using self-determination theory. Innovation in Language Learning and Teaching, 171-189. doi:http://dx.doi.org/10.1080/17501220802358210
Kałdonek‐Crnjaković , A. (2024). The effect of ADHD-type behaviours on language skills development in the classroom context from the perspective of Polish EFL teachers. Ampersand, 13(100190), 3-8. Retrieved from https://www.sciencedirect.com/science/article/pii/S2215039024000286?via%3Dihub
Kałdonek‐Crnjaković, A. (2018). The cognitive effects of ADHD on learning an additional language. Govor, 35(2), 215-227. doi:10.22210/govor.2018.35.12
Kałdonek‐Crnjaković, A. (2020). Teaching an FL to students with ADHD. Govor, 37(2), 205-222. doi:10.22210/govor.2020.37.10
Lee, J. H., Ahn, J. J., & Lee, H. (2022). The role of motivation and vocabulary learning strategies in L2 vocabulary knowledge: A structural equation modeling analysis. Studies in Second Language Learning and Teaching, 12(3), 435-458. doi:https://doi.org/10.14746/ssllt.2022.12.3.5
Li, J., Wang, C., Zhao, Y., & Li, Y. (2023). Boosting Learners’ Confidence in Learning English: Can Self-Efficacy- Based Intervention Make a Difference? TESOL Quarterly, 58(4), 1518-1547. doi:https://doi.org/10.1002/tesq.3292
Luman, M., Tripp, G., & Scheres, A. (2010). Identifying the neurobiology of altered reinforcement sensitivity in ADHD: A review and research agenda. Neuroscience and Biobehavioral Reviews, 34(5), 744 –754. doi:10.1016/j.neubiorev.2009.11.021.
Mezzanotte, C. (2020). Policy approaches and practices for the inclusion of students with attentiondeficit hyperactivity disorder (ADHD). OECD Education Working Papers(238), 1- 83. doi:https://dx.doi.org/10.1787/49af95e0-en
Modesto-Lowe, V., Chaplin, M., Soovajian, V., & Meyer, A. (2013). Are Motivation Deficits Underestimated in Patients With ADHD? A Review of the Literature. Postgraduate Medicine, 125(4), 1941-9260 . doi:10.3810/pgm.2013.07.2677
Morsink, S., Sonuga Barke, E., Mies, G., Glorie, N., Lemiere, J., Van der Oord, S., & Danckaerts, M. (2017, Febrero 23). What motivates individuals with ADHD? A qualitative analysis from the adolescent’s point of view. European Child & Adolescent Psychiatry, 26, 923–932. doi:https://doi.org/10.1007/s00787-017-0961-7
Morsink, S., Van der Oord, S., Antrop, I., Danckaerts, M., & Scheres, A. (2022). Studying Motivation in ADHD: The Role of Internal Motives and the Relevance of Self Determination Theory. Journal of Attention Disorders, 26(8), 1139 –1158. doi:https://doi.org/10.1177/10870547211050948
Noels, K. A., Lou, N. M., Vargas Lascano, D. I., Chaffee, K. E., Dincer, A., Zhang, Y., & Zhang, X. (2019). Self-determination and Motivated Engagement in Language Learning. In M. Lamb, K. Csizér, A. Henry, & S. Ryan, The Palgrave Handbook of Motivation for Language Learning (pp. 95-115). Springer Nature.
O’Regan, F. (2022, Marzo). ADHD Foundation. Retrieved from Teaching and managing students with: ADHD systems, strategies solutions: https://www.adhdfoundation.org.uk/wp-content/uploads/2022/03/Teaching-and-Managing-Students-with-ADHD.pdf
Orbegoso G, A. (2016). La motivación intrínseca según Ryan&Deci y algunas recomendaciones para maestros. Educare, Revista Cientifica de Educação, 7(1), 75-93. doi:http://dx.doi.org/10.19141/2447-5432/lumen.v2.n1.p.75-93
Plamondon, A., & Martinussen, R. (2015). Inattention symptoms are associated with academic achievement mostly through variance shared with intrinsic motivation and behavioral engagement. Journal of Attention Disorders, 23(14), 1–13. doi:https://doi.org/10.1177/1087054715587098
Ryan , R. M., & Deci, E. L. (2017). Self-Determination Theory Basic Psychological Needs in Motivation, Development, and Wellness. Guilford Publications.
Ryan, R. M., & Deci, E. L. (2000). La Teoría de la Autodeterminación y la Facilitación de la Motivación Intrínseca, el Desarrollo Social, y el Bienestar. American Psychologist, 55(1). doi:10.1037110003-066X.55.1.68
Ryan, R. M., & Deci, E. L. (2020). Intrinsic and extrinsic motivation from a self-determination theory perspective: Definitions, theory, practices, and future directions. Contemporary Educational Psychology.
Salehpour, G., & Roohani, A. (2020). Relationship Between Intrinsic/Extrinsic Motivation and L2 Speaking Skill Among Iranian Male and Female EFL Learners. Bellaterra Journal of Teaching & Learning Language & Literature, 13(1), 43-59. doi:https://doi.org/10.5565/rev/jtl3.803
Sari, W. S., Faruk, & Hurley, U. (2023). Reading stories for pleasure: An insight into Indonesian university students' practice in online reading platforms. Indonesian Journal of Applied Linguistics, 13(2), 430-442. Retrieved from https://ejournal.upi.edu/index.php/IJAL/article/view/63076
Skalski, S., Pochwatko, G., & Balas, R. (2020). Impact of Motivation on Selected Aspects of Attention in Children with ADHD. Child Psychiatry & Human Development, 52, 586–595. Retrieved from https://link.springer.com/article/10.1007/s10578-020-01042-0
Smith, Z. R., & Langberg, J. M. (2018). Review of the Evidence for Motivation Deficits in Youth with ADHD and Their Association with Functional Outcomes. Clinical Child and Family Psychology Review, 21, 500–526. doi:https://doi.org/10.1007/s10567-018-0268-3
Smith, Z. R., Flax, M., Becker, S. P., & Langberg, J. (2023). Academic motivation decreases across adolescence for youth with and without attention-deficit/hyperactivity disorder: Effects of motivation on academic success. Journal of Child Psychology and Psychiatry, 64(9), 1303–1313. doi:doi:10.1111/jcpp.13815
Smith, Z. R., Langberg, J. M., Cusick, C. N., Green, C. D., & Becker, S. P. (2019). Academic Motivation Deficits in Adolescents with ADHD and Associations with Academic Functioning. Journal of Abnormal Child Psychology, 48, 237–249. doi:https://doi.org/10.1007/s10802-019-00601-x
Songnuan, N., & Nomnian, S. (2023). Science Students’ Motivational Orientations of EFL Reading through the Lens of Self-Determination Theory. REFLections, 30(1), 104-131. Retrieved from https://files.eric.ed.gov/fulltext/EJ1389076.pdf
World Health Organization. (2022). World mental health report: transforming mental health for all. Geneva: World Health Organization . Retrieved from https://www.who.int/publications/i/item/9789240049338
Zeng, C., & Fisher, L. (2023). Opening the “Black Box”:How Out-of-Class Use of Duolingo Impacts Chinese Junior High School Students’ Intrinsic Motivation for English. ECNU Review of Education, 7(2), 283–307. doi:10.1177/20965311231171606
Zhang, J. (2024). Review of Research on Motivation and EFL Students' Speaking Performance. Lecture Notes in Education Psychology and Public Media, 58(1), 25-32. doi:https://doi.org/10.54254/2753-7048/58/20241710
Zhang, Z., & Crawford, J. (2024). EFL learners’ motivation in a gamified formative assessment: The case of Quizizz. Education and Information Technologies, 29(6), 6217–6239. doi:https://doi.org/10.1007/s10639-023-12034-7
Zhou, S., Zhu, H., & Zhou, Y. (2022). Impact of Teenage EFL Learners’ Psychological Needs on Learning Engagement and Behavioral Intention in Synchronous Online English Courses. Sustainability, 14(17), 1468. doi:https://doi.org/10.3390/su141710468
Publicado
Como Citar
Edição
Seção
Licença
Copyright (c) 2025 Alisson Lizbeth Zambrano Ascencio, Wendy Nicolle Valdez Arteaga, Genny Elizabeth Zambrano Gallardo, Francisco Samuel Mendoza Moreira
Este trabalho está licenciado sob uma licença Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.
Esta revista proporciona un acceso abierto inmediato a su contenido, basado en el principio de que ofrecer al público un acceso libre a las investigaciones ayuda a un mayor intercambio global de conocimiento. Cada autor es responsable del contenido de cada uno de sus artículos. Los artículos pueden ser inéditos o estar disponibles previamente en servidores de preprints reconocidos por la revista. Sin embargo, no se permite la duplicación de la publicación o traducción de un artículo ya publicado en otra revista o como capítulo de un libro.
This journal provides immediate open access to its content, based on the principle that providing the public with free access to research supports a greater global exchange of knowledge. Each author is responsible for the content of each of their articles. Articles may be previously unpublished or available on preprint servers recognized by the journal. However, duplication of publication or translation of an article already published in another journal or as a book chapter is not permitted.
Esta revista oferece acesso aberto imediato ao seu conteúdo, com base no princípio de que oferecer ao público acesso gratuito à pesquisa contribui para um maior intercâmbio global de conhecimento. Cada autor é responsável pelo conteúdo de cada um de seus artigos. Os artigos poderão ser inéditos ou estar previamente disponíveis em servidores de preprints reconhecidos pela revista. No entanto, não é permitida a duplicação de publicação ou tradução de artigo já publicado em outro periódico ou como capítulo de livro.
Universidad de Oriente 