What influences Spanish student language teachers learning of English as a foreign language? A quantitative study of psychological, social and cultural factors

Abstract

This paper explores the psychological, social, and cultural factors influencing pre-service language teachers’ strategies and attitudes toward learning English as a foreign language. Using a quantitative approach, data were collected from 76 Spanish future language educators. The study’s analysis identified key factors impacting future teachers’ strategies and attitudes, including motivation, anxiety, teacher-student rapport, and cultural appreciation. Findings reveal that psychological factors like intrinsic motivation and enjoyment play a significant role in teachers’ learning experiences. High levels of anxiety were also found to affect classroom participation negatively, while social factors like cultural awareness and the appreciation of Anglophone culture also significantly contributed to participants’ eagerness to learn English. Furthermore, participation in bilingual programs was associated with increased enjoyment and intrinsic motivation, highlighting the benefits of such programs in enhancing language learning experiences. These insights can inform strategies to improve English language instruction and support classroom engagement in language education.