Motivación intrínseca en el aprendizaje de inglés en estudiantes con TDAH (Trastorno por Deficit de Atención e Hiperactividad).

Abstract

Intrinsic motivation plays a fundamental role in education, particularly in foreign language learning. However, despite evidence indicating that the prolonged use of external reinforcements may undermine this type of motivation, such approaches continue to be prioritized over strategies that foster learner autonomy in the education of students with Attention Deficit Hyperactivity Disorder (ADHD). Consequently, the objective of this review is to analyze studies that examine the influence of intrinsic motivation on learning English as a foreign language among students with ADHD. A systematic review of the literature was conducted following the PRISMA guidelines, in which 25 studies met the inclusion criteria. The findings indicate that intrinsic motivation positively influences both the learning of English as a foreign language and the academic performance of students with ADHD. Nevertheless, a conclusive relationship has not yet been stablished, as the existing literature has insufficiently addressed intrinsic motivation and its fundamental components in this population. In conclusion, the results suggest that fostering intrinsic motivation and the conditions that sustain it may play a relevant role in supporting engagement and learning in English as a foreign language context, particularly among students with ADHD, nonetheless, further empirical research is required to address the existing gaps in the literature.