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How Much Do We Know about L2 Motivationin Vocational Education and Training Students? A Bibliometric Analysis

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dc.contributor.authorCalero López, Inmaculada
dc.contributor.authorRodríguez López, Beatriz María
dc.date.accessioned2025-07-31T09:25:18Z
dc.date.available2025-07-31T09:25:18Z
dc.date.issued2021-08
dc.descriptionThis is an Accepted Manuscript of an article published by Common Ground in "The International Journal of Adult, Community, and Professional Learning, 28.2 págs. 3-20", available at: https://doi.org/10.18848/2328-6318/CGP/v28i02/31-48 Este es el manuscrito aceptado del artículo publicado por Common Ground en "The International Journal of Adult, Community, and Professional Learning, 28.2 págs. 3-20", disponible en línea: https://doi.org/10.18848/2328-6318/CGP/v28i02/31-48
dc.description.abstractVocational Education and Training (VET) programs have included second-language proficiency in their curricula as a tool to facilitate students successful incorporation into the labor market. As the need to acquire a second language has increased steadily, the volume of research on motivation in learning foreign languages has also grown exponentially in the last few years, emphasizing its relevance and the multiple approaches and factors involved in the learning process. The present bibliometric study aims to provide an overview of the scientific research carried out during the last ten years in this field, focusing on VET level, and to shed light on some of the most relevant topics in the field. The relationship of L2 motivation with different variables such as gender, attitude toward the target language, learning context, methodology, and teachers role have been profusely studied, confirming that motivation is not affected by a single factor but by the interconnection of some of them. At the same time, results have proved a positive correlation between motivation, autonomous learning, and learning achievement. However, and despite the surge of interest in the study of motivation in learning foreign languages, further empirical research is needed, especially at the VET level.en
dc.description.provenanceMade available in DSpace on 2025-07-31T09:25:18Z (GMT). No. of bitstreams: 1 L21-a_75661_Typeproof_How much do we know about L2 students motivation.pdf: 1338346 bytes, checksum: d4c96ffff6710f6e0a8f72a03a221394 (MD5) Previous issue date: 2021-08en
dc.description.versionversión final
dc.identifier.citationCalero López, I. and Rodríguez-López, B. (2021). How much do we know about l2 motivation in vocational education and training students. The International Journal of Adult, Community, and Professional Learning, 28.2 págs. 3-20. https://doi.org/10.18848/2328-6318/CGP/v28i02/31-48
dc.identifier.doihttps://doi.org/10.18848/2328-6318/CGP/v28i02/31-48
dc.identifier.issn2328-6296
dc.identifier.urihttps://hdl.handle.net/20.500.14468/29807
dc.journal.issue2
dc.journal.titleThe International Journal of Adult, Community, and Professional Learning
dc.journal.volume28
dc.language.isoen
dc.page.final20
dc.page.initial3
dc.publisherCommon Ground
dc.relation.centerFacultad de Filología
dc.relation.departmentFilologías Extranjeras y sus Lingüísticas
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/4.0/deed.es
dc.subject5801 Teoría y métodos educativos
dc.subject.keywordsMotivationen
dc.subject.keywordsLearningen
dc.subject.keywordsForeign Languageen
dc.subject.keywordsL2en
dc.subject.keywordsVocational Education and Trainingen
dc.subject.keywordsPost-Compulsory Educationen
dc.titleHow Much Do We Know about L2 Motivationin Vocational Education and Training Students? A Bibliometric Analysisen
dc.typejournal articleen
dspace.entity.typePublication
relation.isAuthorOfPublicationed1150c9-e322-4e1b-8093-bce181948b9c
relation.isAuthorOfPublication.latestForDiscoveryed1150c9-e322-4e1b-8093-bce181948b9c
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