2.1. Research Approach and Method

The research followed a quantitative approach in line with the non-experimental design and descriptive method. According to ^{Dörnyei (2007)}: Quantitative research is a systematic process based on obtaining and analyzing numerical information. This methodological approach is characterized by collecting measurable and quantifiable data through various instruments, which are subsequently processed using specific statistical techniques to obtain objective and generalizable results.

Its main strength lies in the ability to transform observations and responses into precise numerical values, thus allowing the establishment of significant patterns, trends, and correlations between the studied variables.

This study was non-experimental because it identified the level of motivation of the population without control or manipulation of the variable, but only observation (^{Creswell, 2012}). On the other hand, this research was descriptive because it described motivation in a complete and objective manner (^{Fox and Bayat, 2007}).

2.2. Research Context

This research was carried out at a public university in Ecuador. The population consisted of 538 students, both male and female, from under 18 to over 23 years old, at A2 level in the language center. The probabilistic sampling method was applied with a simple random sampling strategy. The number of samples was obtained based on the formula of ^{Yamane (1967)}: where: n = Number of Samples, N = Total Population, e = Error Rate.

Therefore, the population was N = 538 assuming the error rate was e = 5%. Then, the number of samples that should be used in this research was as follows: . From the previous calculations, it was possible to obtain the sample size with a margin of error of 5%, the result being 229 without rounding.

2.3. Instrument

A questionnaire was used as a research instrument in this study. Specifically, the motivational questionnaire that was designed and validated by ^{Al-Ta`ani (2018b)}. The Spanish translation of the questionnaire was validated by three teachers to ensure appropriate use of language in the instrument. The instrument was complemented with 2 scales: instrumental motivation, which has 10 items, and integrative motivation, which also has 10 items. At the end, demographic questions were also added to complete the research data.

2.4. Data Analysis Process

The data collected by the questionnaire were analyzed using Jeffreys's Amazing Statistics Program (JASP) software. This is a free and open-source program for statistical analysis supported by the University of Amsterdam (^{Loerts, Lowie and Seton, 2020}).

On one hand, participant data related to general information were calculated and displayed in percentages. On the other hand, to interpret the participants' level of motivation, a five-point Likert scale proposed by ^{Al-Ta`ani (2018c)}: was used where items were ranked from strongly agree (5) to strongly disagree (1) (Table 1).

The scoring range for each scale was used to indicate the participants' motivational level; the higher mean score means that participants were highly motivated, while the lower mean score implies that they had low motivation.

2.5. Ethical Considerations

For the development of the research, some ethical aspects were considered, including the preparation of an authorization letter from the rector in charge of the language center. Additionally, the availability and participation of students in the survey was completely voluntary and free. The anonymity and confidentiality of participants were preserved by not revealing their names and identity in data collection, analysis, and reporting of study findings.

3.1. Demographic Information

Graph 1 shows the gender distribution of the 229 participants in the study conducted at the language center of a public university in Ecuador. The data is presented in Graph 1 with the following percentages: 62,70% (145 students) corresponds to female gender, representing the majority of the sample, 36,90% (83 students) corresponds to male gender, 0,40% (1 student) selected the “other” option.

Source: The Authors (2024).

Graph 1 Gender of participants. 

This distribution shows a clear predominance of female students in the studied sample, being almost double that of male students, while the representation of other genders is minimal.

3.2. Motivation Level

The results of this study showed that the general level of motivation to learn English as a foreign language among university students at the public university in Ecuador is high. Motivation is very important for acquiring a foreign language because this involves affective, cognitive, and behavioral elements that directly influence individuals' study by making their learning of the target language meaningful (^{Gardner, 2010c}).

The data analysis revealed that students show a high level of general motivation to learn English, with an average score of 4.040. When examining the two types of motivation separately, it was found that integrative motivation reached a mean score of 4.210, surpassing instrumental motivation which obtained a mean score of 3.870 (Table 2).

Although both scores fall within the “high motivational level” range according to the established scale, the difference in favor of integrative motivation is notable, suggesting that students are more motivated by factors related to cultural and social integration than by purely pragmatic or academic reasons such as meeting university requirements (^{Chapman and Takahiro, 2019b}); (^{Syafrizal, 2019b}).

3.3. Instrumental Motivation

To answer the first research question about the level of instrumental motivation of A2 level students in the language center to learn English as a foreign language, the results showed that this motivation had a mean of 3.870, which corresponds to “high degree of instrumental motivation” (Table 2).

When analyzing the instrumental motivation items in detail, it was identified that the highest score corresponds to statement 6 (“Learning English is very important for traveling abroad”) with a mean of 4.568, reaching a very high motivational level.

In contrast, the lowest score was recorded in statement 10 (“Being proficient in English makes other people respect me”) with a mean of 3.169, placing at a moderate motivational level. It is important to highlight that two statements obtained outstanding scores close to 4.5: statement 4 (“Learning English is important because it will be useful for getting a good job”) with 4.517 and the aforementioned statement 6, both reaching a very high motivational level (Table 3).

The study of instrumental motivation revealed a high motivational level among university students, particularly standing out in statements 4 and 6. These items reflect the utilitarian reasons most valued by students for learning English, which include: a). The prospect of obtaining better job opportunities; b). The possibility of traveling abroad; c). Professional and academic development; d). The desire to become a more educated and competent person; and e). The ability to communicate effectively in an international context.

The results suggest that students perceive English proficiency as a fundamental tool for their professional and personal development, beyond mere compliance with academic requirements. This trend indicates a clear understanding of the practical importance of English in a globalized world (Table 3).

This coincides with ^{Al-Ta`ani (2018d)}; and ^{Oyshajon (2020b)}; where participants also had a high level of motivation in the same items. Previous studies on foreign languages in the local context also revealed that instrumental motivation was significant (^{Khoirul, Hardiyanto and Sumarno, 2023b}); (^{Nurbaiti, Yusuf, Muslem and Inayah, 2023b}). Furthermore, students with instrumental motivation want to learn the English language for a practical reason such as focusing on developing their learning capacity to get a good job or professional opportunities, as well as entering a good university (^{Filchenko and Anikina, 2017b}).

3.4. Integrative Motivation

To answer the second research question about the level of integrative motivation of A2 level students in the language center to learn English as a foreign language, the results showed that this motivation had a mean of 4.210, which corresponds to “high degree of integrative motivation” (Table 2).

The detailed analysis of items related to integrative motivation revealed notable results. The highest score was recorded in statement 11 (“Studying English allows me to understand books, stories, movies, etc. in English”) with a mean of 4.475, demonstrating a high motivational level. On the other hand, the lowest score corresponds to statement 19 (“Studying English allows me to be an open-minded and sociable person”) with a mean of 3.869. It is important to highlight that, even being the lowest score in this category, this value also falls within the range of high motivational level, indicating a strong general presence of integrative motivation in all evaluated aspects (Table 4).

Integrative motivation, which focuses on the emotional and cultural aspects of language learning, showed notably high levels among university students. Participants expressed a strong interest in reasons that go beyond the simple practical use of the language, demonstrating a proactive orientation towards learning English.

Their main motivations included: a). The desire to interact and share knowledge with native English speakers; b). Interest in developing more authentic and natural pronunciation; c). The aspiration to access and understand cultural content in its original form, such as books, movies, and other media; d). The yearning to connect with Anglophone culture and develop a deeper appreciation of it; and e). The pursuit of a more comprehensive understanding of the language that transcends mere linguistic knowledge.

These results suggest that students see learning English not only as a communication tool but as a means to enrich themselves culturally and develop more meaningful connections with the English-speaking community. These findings are aligned with the results of ^{Abdul, et al. (2020b)}; ^{Rahadianto, Huda and Hadaad (2022b)}; and ^{Rahman, Nuruzzaman and Chanda (2016b)}.

This is why learning another language likely involves not only the student's cognitive and linguistic abilities as an individual but also their social, cultural, emotional, moral, and historical sense of self as a subject (^{Spelman and Thompson, 2002b}).