Guayanlema Chávez, Ivonne GabrielaGuayanlema Chávez, Ivonne Gabriela2026-07-092026-07-092025-08-12Guayanlema Chávez, I. G. (2025). Methodological treatment to improve intrinsic and extrinsic motivation in English classes with A2 level learners at the university [TESIS MAESTRÍA]. Universidad Bolivariana del Ecuador.MAESTRÍA EN PEDAGOGÍA DEL INGLÉS COMO LENGUA EXTRANJERAhttps://dspace.ube.edu.ec/handle/123456789/3852TESIS-MAESTRÍAThis research was initiated after recognizing the low levels of both intrinsic and extrinsic motivation among A2-level students attending English classes at the Carlos Cisneros Institute. Due to the lack of active and engaging methodologies that connect with the students’ actual needs and interests, the students’ academic progress was hampered by a lack of interest, limited participation, and an overall negative attitude toward learning the language. To tackle this challenge, a methodological approach was developed that incorporated motivational strategies intended to enhance both intrinsic motivation—like personal fulfillment, independence, and accomplishment—and extrinsic motivation, including praise, constructive feedback, and visible rewards. This proposal was grounded in updated theoretical principles on motivation in educational contexts and was implemented through dynamic, contextualized, and meaningful activities for the students. Diagnostic assessments conducted before and after treatment, interviews with educators, feedback from students regarding their satisfaction, and classroom evaluations formed the basis of this study utilizing both quantitative and qualitative methods. The initial assessment uncovered a lack of motivation, minimal engagement, and a reduced appreciation for the language. Nonetheless, the findings indicated significant improvements after the implementation of the treatment approach: increased engagement, a more positive attitude towards learning English, and a greater comprehension of the educational experience. Among the components of the theoretical framework were key concepts of motivation in English language teaching and the pedagogical strategies that promote its development in A2-level learners. Finally, it is recommended that this proposal be replicated and expanded in similar contexts, as it represents a viable alternative to enhance both motivation and academic performance in higher education students with comparable characteristics.en-UShttp://purl.org/coar/access_right/c_abf2Oral Skillscommunicative methodlanguage learninglearning processThesis