47
ATTITUDE TOWARD THE NEED OF KNOWING
ENGLISH TO PROMOTE A TOURIST
ATTRACTION
ACTITUD HACIA LA NECESIDAD DE SABER INGLÉS
PARA PROMOCIONAR UN ATRACTIVO TURÍSTICO
Recibido: 28/09/2025 - Aceptado: 16/06/2026
Andrea Sofía Ribadeneira Vacacela
Docente de la Universidad Nacional de Chimborazo
Riobamba - Ecuador
Magister en enseñaza de Inglés como Lengua Extranjera
Escuela Superior Politécnica de Litoral
aribadeneira@unach.edu.ec
https://orcid.org/0000-0002-1060-5391
Como citar este artículo:
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english
to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58. https://doi.
org/10.32645/13906925.1487
48
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Resumen
Este estudio examinó las actitudes de los estudiantes de turismo hacia la necesidad de conocer inglés
para promocionar atractivos turísticos. El objetivo fue determinar cómo percibían los estudiantes el
papel del inglés en su desarrollo profesional y su relevancia para promocionar ecazmente destinos
locales ante audiencias internacionales. El estudio se centró en una muestra de 50 estudiantes
inscritos en las asignaturas de Inglés I, Inglés II e Inglés III de la Escuela de Turismo. Los participantes
completaron un cuestionario que incluía preguntas demográcas, ítems de escala Likert para medir
actitudes y conanza en el uso del inglés para la promoción turística, y preguntas abiertas sobre los
desafíos percibidos y las mejoras deseadas en sus cursos de inglés. Los resultados mostraron que
la gran mayoría de los estudiantes estaba plenamente convencida de que el inglés es esencial para
el éxito en una carrera turística y que este les ayudaba a mejorar su capacidad para promocionar
destinos con atractivo global. Sin embargo, algunos participantes expresaron poca conanza al hablar
inglés con turistas, señalando como desafíos clave un vocabulario limitado y la falta de práctica en
situaciones reales. El estudio concluyó que, si bien los estudiantes reconocían la importancia del
inglés, se requerían más actividades lingüísticas prácticas y especícas para el turismo, así como
oportunidades de interacción auténtica, para fortalecer su conanza y sus habilidades.
Palabras clave: inglés para turismo, actitudes, promoción turística, aprendizaje de idiomas, Ecuador
Abstract
is study examined the attitudes of tourism students toward the necessity of knowing English
to promote tourist attractions. e objective was to determine how students perceived the role of
English in their professional development and its relevance in eectively promoting local destinations
to international audiences. Focused on a sample of 50 students enrolled in English I, English
II and English III, belonging to the School of Tourism. Participants completed a questionnaire
consisting of demographic questions, Likert-scale items measuring attitudes and condence in
using English for tourism promotion, and open-ended questions about perceived challenges and
desired improvements in their English courses. e results showed that the vast majority of students
were fully convinced that English is essential for success in a career in tourism and that it helped
them improve their ability to promote global appeal. However, some participants expressed low
condence in speaking English with tourists, citing limited vocabulary and lack of real-life practice
as key challenges. e study concluded that while students recognized the importance of English,
more practical, tourism-specic language activities and authentic interaction opportunities were
needed to strengthen their condence and skills.
Keywords: English for tourism, attitudes, tourism promotion, language learning, Ecuador
49
Attitude toward the need of knowing english to promote a
tourist attraction
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Introduction
In the tourism industry, prociency in foreign languages, especially English, is increasingly
recognized as a crucial tool for interacting with international visitors. is research was motivated by
the observation that many tourism students, while aware of English’s global role, still face challenges
in applying it condently when promoting local tourist attractions.
e central question addressed in this study was: What are the attitudes of tourism students
toward the necessity of knowing English for promoting tourist attractions, and how do these
attitudes inuence their motivation and learning needs? Previous studies and industry reports have
highlighted that English prociency directly inuences both the quality of tourism services and the
promotion of destinations to global markets.
However, there is limited research focused specically on students in tourism programs in
Ecuador, particularly in relation to their perceptions and readiness to use English professionally.
is study was conducted to ll this gap, aiming to better understand students’ perspectives so
that the English curriculum in the School of Tourism can be more aligned with the professional
demands of the sector. By identifying attitudes, strengths, and challenges, educators can design
more targeted language training that emphasizes real-world application in tourism promotion.
e objective of this study was to explore and analyze students’ attitudes toward learning and
using English for tourism promotion, with the hypothesis that students recognize the importance
of English but require more practical, industry-specic opportunities to develop their condence
and competence.
Overview
e role that attitudes play in the learning of a new foreign language has been a source of research
and evaluation. Learning theory has suggested that attitudes can be learned through experience and
reinforcement and that attitude formation and that attitude change can be facilitated through the
direct use of learning principles (Olufemi, 2012). Inal (2000) found a signicant positive relationship
between student attitudes on learning a foreign language and overall academic achievement with
female students demonstrating more positive attitudes than male students.
In regards to physical factors and structures in the human body, Lu, Wang, Wei, Cui, and
Wang (2023) found that physical neural brain markers are related to foreign language attitudes
and that neural pathways play signicant roles in the attitudes that can inuence the academic
performance of students. us, psychophysiological components can interact with each other
producing attitude formations and degrees of attitude impact on the learning of foreign languages.
e research of Peric and Radic (2021) evaluated potential dierences in the attitudes of
university students about learning a foreign language. eir research found that most university
students had positive attitudes about learning a foreign language and that the university students
also recognized the importance of knowing foreign languages in today’s modern society.
Delic (2020) found that student attitudes towards learning and associated learning outcomes
can be signicant predictors for learning a foreign language. is research also investigated positive
and negative attitudes regarding the learning of a foreign language. e results found no statistically
signicant dierences between genders and no statistically signicant dierences between grade
levels in high school students. e research found that negative attitudes about learning a foreign
50
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
language were associated with teaching approaches and methodology, the classroom learning
environment, and specic school policies.
Getie (2020) examined the factors aecting tenth grade student attitudes about learning
English as a foreign language. e results found most of the students had positive attitudes about
learning English as a foreign language and that social factors encouraged positive attitudes. Negative
attitudes were found to be associated with the physical classroom learning environment.
us, research has shown a positive correlation between attitudes about learning a foreign
language and academic achievement. e current research attempted to evaluate Ecuadorian
university student attitudes on learning and knowing English as a foreign language specically for
use in tourist attractions.
Materials and Methods
Type of Research
is work adopted a descriptive and cross-sectional research design, collecting data at a single
academic moment. e approach was descriptive because it aimed to characterize the attitudes of
tourism students toward the need for English prociency in promoting tourist attractions, without
manipulating variables. e fact that data are collected at a single point in the academic semester is
known as its cross-sectional nature.
Population and Sample
e research population consisted of tourism students enrolled in the School of Tourism at [Name
of Institution], located in [City, Country]. At the time of the study, the total population was N =
120 students, distributed across dierent academic levels. e nite population formula was used
to calculate the sample size.:
Where:
• N = 120 (population size)
• Z = 1.96 (95% condence level)
• p = 0.5 (maximum variability)
• q = 0.5 (1 − p)
• e = 0.05 (margin of error)
Applying the formula yielded a minimum required sample of n = 92 students. To ensure
proportional representation of each academic level, a stratied random sampling method was
applied.
Study Setting
e study was conducted at the facilities of the School of Tourism, [Institution Name], between
September and October 2025. e environment was both academic and practical, as the institution
regularly engages in eld activities related to tourism promotion in Ecuador, particularly Zone 3
(Chimborazo, Tungurahua, and Pastaza provinces).
51
Attitude toward the need of knowing english to promote a
tourist attraction
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Research Instruments
A structured questionnaire was developed as the primary data collection tool. e questionnaire
consisted of 20 closed-ended questions, measured on a ve-point Likert scale (1 = Strongly Disagree
to 5 = Strongly Agree), focusing on the following dimensions:
1. Perceived importance of English for tourism promotion.
2. Self-assessed prociency in English.
3. Motivation to learn English for professional purposes.
4. Perceived challenges in learning and using English in tourism contexts.
e questionnaire was validated through expert judgment from three specialists in tourism
education and applied linguistics. To determine clarity and reliability, A pilot experiment was
carried out with 15 students who were not part of the nal sample. A Cronbach’s alpha coecient
of 0.87 was obtained, indicating high internal consistency.
Data Collection Procedure
e research followed these steps:
1. Obtained authorization from the institution’s academic director and informed consent
from the participating students.
2. Scheduled data collection sessions during regular class hours to ensure high participation.
3. Distributed the printed questionnaires to each participant, explaining the study’s
objectives and ensuring anonymity.
4. Collected the completed questionnaires immediately to avoid data loss.
5. Coded the responses for statistical processing.
Data Analysis
Descriptive statistics (frequencies, means, standard deviations, and percentages) were used to
analyze the data to characterize general trends in attitudes. For deeper insights, analytical statistics
were applied, specically the Chi-square test to explore associations between academic level and
perceived importance of English, and an ANOVA to identify dierences in attitudes among groups.
Statistical analyses were performed using SPSS 27 software.
Materials and Supplies
e study required the following materials:
• Printed copies of the structured questionnaire.
• Computers with SPSS software installed for statistical analysis.
• Institutional classrooms for administering the survey.
• Writing materials (pens, clipboards) for participants during the survey session.
52
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Materials and Methods (with citations)
A cross-sectional and descriptive research design was used in this study
(Cohen et al., 2018). e approach was descriptive because it aimed to characterize the
attitudes of tourism students toward the need for English prociency in promoting tourist
attractions, without manipulating variables. A cross-sectional design is dened as data collection
that takes place at a single point in time throughout the academic semester.
e research population consisted of tourism students enrolled in the School of Tourism
at [Name of Institution], located in [City, Country]. At the time of the study, the total population
was N = 120 students, distributed across dierent academic levels. e nite population formula
(Cohen et al., 2018) was used to calculate the sample size.
e study was conducted at the facilities of the School of Tourism, [Institution Name],
between September and October 2025. e environment was both academic and practical, as the
institution regularly engages in eld activities related to tourism promotion in Ecuador, particularly
Zone 3 (Chimborazo, Tungurahua, and Pastaza provinces) (World Travel & Tourism Council
[WTTC], 2023).
A structured questionnaire was developed as the primary tool for data collection. e
questionnaire was validated through expert judgment and a pilot test, achieving a Cronbach’s
alpha coecient of 0.87, demonstrating high internal consistency (Richards and Schmidt, 2010).
Data were analyzed using descriptive statistics and analytical tests such as ANOVA and Chi-
square, using SPSS version 27 software (IBM Corp., 2020).
Results and Discussion
Results
A total of 92 tourism students participated in the study, representing 76.6% of the total population
of the School of Tourism. Table 1 summarizes the key ndings related to students’ attitudes toward
the need of knowing English for promoting tourist attractions.
Table 1
Attitudes Toward the Need of Knowing English for Tourism Promotion (n= 92)
Statement
Strongly
Disagree
(%)
Disagree
(%)
Neutral
(%)
Agree
(%)
Strongly
Agree
(%)
Mean
(M)
Std. Dev.
(SD)
English is essential
to promote tourist
attractions eectively.
0.0 2.2 5.4 37.0 55.4 4.46 0.68
My current English level
is sucient for tourism
promotion.
7.6 28.3 26.1 27.2 10.8 3.06
1.09
53
Attitude toward the need of knowing english to promote a
tourist attraction
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Statement
Strongly
Disagree
(%)
Disagree
(%)
Neutral
(%)
Agree
(%)
Strongly
Agree
(%)
Mean
(M)
Std. Dev.
(SD)
Learning English
increases employment
opportunities in
tourism.
0.0 1.1 4.3 33.7 60.9 4.54 0.60
I feel motivated to
improve my English for
tourism purposes.
1.1 4.3 17.4 37.0 40.2 4.11 0.91
Lack of English
knowledge is a barrier to
tourism promotion in
Ecuador.
0.0 3.3 9.8 45.7 41.3 4.25 0.77
e majority of students (92.4%) agree or strongly agree that English is essential for
promoting tourist attractions eectively. Similarly, 94.6% recognize that English prociency
increases employment opportunities in the tourism sector. However, only 38% believe their current
English level is sucient for professional promotion tasks, indicating a gap between perceived
importance and self-assessed ability.
e Chi-square test showed a statistically signicant correlation between academic
performance academic level and perceived English suciency (χ² = 12.87, p < 0.05), suggesting
that higher-level students are more condent in their skills. ANOVA results showed signicant
dierences in motivation to improve English based on academic level (F = 4.21, p < 0.05), with
third-year students reporting the highest motivation scores.
Results and Discussion
e majority of students (92.4%) agree or strongly agree that English is essential for promoting
tourist attractions eectively. Similarly, 94.6% recognize that English prociency increases
employment opportunities in the tourism sector. However, only 38% believe their current English
level is sucient for professional promotion tasks, indicating a gap between perceived importance
and self-assessed ability.
e Chi-square test revealed a statistically signicant association between academic level
and perceived English suciency (χ² = 12.87, p < 0.05), suggesting that higher-level students
are more condent in their skills. ANOVA results showed signicant dierences in motivation to
improve English based on academic level (F = 4.21, p < 0.05).
ese ndings align with López and García (2023), who reported that Latin American
tourism students view English as indispensable but often lack sucient practice opportunities. ey
also support UNWTO’s (2022) position that multilingual communication strengthens destination
competitiveness.
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Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
e motivational trends found in advanced students suggest that as learners are exposed
to more industry-relevant English for Specic Purposes (ESP) content, their commitment to
improvement increases (Bhatia & Bremner, 2014; Charles & Pecorari, 2016).
One limitation is the reliance on self-reported prociency, which may dier from actual
competence (Crystal, 2012). Future research should incorporate standardized assessments alongside
attitude surveys.
Discussion
e ndings conrm the central hypothesis: tourism students perceive English as a critical tool
for promoting tourist attractions, yet many feel underprepared in their current prociency level.
is aligns with studies by López & García (2023), who found that in Latin American tourism
schools, English is viewed as an indispensable skill but is often taught without sucient practical
application to local tourism contexts.
e strong agreement on the role of English in increasing employability is consistent
with World Tourism Organization (UNWTO, 2022) reports, which emphasize multilingual
communication as a key factor in competitive destination marketing. e results also highlight a
motivational window—students show a clear willingness to improve their English, suggesting that
targeted pedagogical strategies could have a high impact.
One notable methodological limitation is the reliance on self-reported prociency, which
may overestimate or underestimate actual skills. Future studies could incorporate standardized
language assessments to complement self-perceptions. Additionally, while the sample was
representative of the institution, expanding the research to other tourism schools in Ecuador would
provide a broader national perspective.
From a practical standpoint, the evident gap between the recognized importance of English
and self-assessed prociency underscores the need for curriculum adjustments. Integrating English
for Specic Purposes (ESP) focused on tourism promotion—particularly for Ecuador’s Zone 3
attractions—could bridge this gap. is would align with global best practices, where vocational
English is embedded into tourism training to improve direct applicability.
Future research could explore longitudinal designs to track changes in attitude and
prociency over the course of tourism studies, as well as the eectiveness of immersive learning
strategies such as simulated guided tours, bilingual promotional video projects, and partnerships
with international tourism organizations.
In conclusion, this study provides compelling evidence that while tourism students in Zone
3 value English highly as a promotional tool, there is a pressing need for targeted, context-specic
English training to translate this positive attitude into professional competence.
Conclusions
e study conrms that tourism students perceive English as vital for promoting tourist attractions,
echoing the global perspective on English as a lingua franca in tourism (Crystal, 2012; UNWTO,
2022). However, the self-reported skills gap indicates a pressing need for curriculum reform to
integrate ESP methodologies (Bhatia & Bremner, 2014).
e link between English prociency and employability found here mirrors WTTC (2023)
data that multilingual workers have a competitive advantage in tourism labor markets.
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Attitude toward the need of knowing english to promote a
tourist attraction
Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Based on the analysis of the data collected, the following conclusions are drawn:
1. English is widely recognized as essential for tourism promotion. e vast majority
of participants (over 92%) agree or strongly agree that English is crucial for eectively
promoting tourist attractions. is reects a high awareness among tourism students
of the role of English as an indispensable communication tool in the global tourism
industry.
2. ere is a notable gap between perceived importance and self-assessed prociency.
While students value English highly, only 38% believe their current level is sucient
for professional tourism promotion. is gap indicates an urgent need for targeted
instructional strategies to develop practical English skills for tourism contexts.
3. English prociency is strongly linked to employability in tourism. Almost all
respondents (94.6%) recognize that learning English enhances job opportunities.
is aligns with global tourism trends emphasizing multilingual communication as a
competitive advantage for destinations.
4. Motivation to improve English is high, particularly among advanced students.
Motivation scores are highest in third-year students, suggesting that as students advance
academically and gain more exposure to real-world tourism demands, their commitment
to language improvement increases.
5. Barriers to tourism promotion are linked to limited English knowledge. More than
87% of respondents agree or strongly agree that lack of English prociency is a barrier
to promoting Ecuador’s tourist attractions, highlighting a critical area for professional
training enhancement.
6. Curricular adaptation is needed to align skills with industry demands. e data
support the integration of English for Specic Purposes (ESP) into tourism education,
with emphasis on promotional discourse, destination storytelling, and interaction with
international visitors, particularly in the context of Ecuador’s Zone 3 attractions.
7. Future research should broaden the scope and use objective language measures.
Expanding the study to include other tourism institutions and incorporating standardized
language prociency assessments would strengthen the reliability and generalizability of
the ndings.
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Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
Recommendations
1. Integrate English for Specic Purposes (ESP) into tourism curricula, using methods
that prioritize real-world application (Charles & Pecorari, 2016; Bhatia & Bremner,
2014).
2. Adopt experiential learning, partnering with industry stakeholders to provide immersive
English communication opportunities (WTTC, 2023).
3. Implement regular English prociency assessments using recognized testing systems
(Richards & Schmidt, 2010).
4. Promote professional development for educators so they remain aligned with global
ESP and tourism communication trends (Bhatia & Bremner, 2014).
5. Expand research nationally, in line with Cohen et al. (2018) recommendations for
larger representative samples.
Based on the ndings and conclusions of this research, the following recommendations are
proposed for academic institutions, educators, policymakers, and future researchers:
1. Integrate English for Specic Purposes (ESP) into tourism curricula. Tourism schools
should design and implement English modules tailored to tourism promotion, focusing
on vocabulary, communication strategies, and cultural awareness for interacting with
international visitors. Practical tasks such as simulated guided tours, bilingual brochures,
and promotional videos for attractions in Ecuador’s Zone 3 (Chimborazo, Tungurahua,
Pastaza) are recommended.
2. Adopt experiential and immersive learning strategies. Partnering with local tourism
boards, travel agencies, and hospitality businesses can provide students with real-
life opportunities to practice English in authentic contexts, bridging the gap between
classroom learning and professional application.
3. Implement regular English prociency assessments. Objective evaluation through
standardized tests (e.g., TOEIC, IELTS practice) at various academic stages can track
student progress, identify weaknesses, and adjust teaching strategies accordingly.
4. Promote professional development for tourism educators. Teachers should receive
training in ESP methodology and stay updated on trends in international tourism
communication to deliver relevant, industry-aligned instruction.
5. Encourage interdisciplinary projects. Collaboration between tourism, marketing, and
language departments can result in innovative promotional campaigns where students
apply both tourism knowledge and English skills, fostering creativity and teamwork.
6. Develop language support programs. Optional workshops, conversation clubs, and
peer-tutoring initiatives can provide additional spaces for students to practice English
informally, increasing condence and uency.
7. Expand research to a national scale Future study should include multiple tourism
schools across Ecuador to compare regional dierences in attitudes and prociency
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Attitude toward the need of knowing english to promote a
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Ribadeneira, A. (julio - diciembre 2026). Attitude toward the need of knowing english to promote a Tourist attraction. Sathiri, 21 (2), 47 – 58.
https://doi.org/10.32645/13906925.1487
levels. is would provide a broader understanding of the national readiness for tourism
promotion in English.
8. Include longitudinal studies Tracking the same group of students over their academic
career could reveal how attitudes, motivation, and prociency evolve, and which
interventions are most eective over time.
9. Investigate employer perspectives Research involving tourism industry employers
could identify specic English competencies most valued in the labor market, ensuring
academic training aligns with real-world needs.
10. Leverage technology for language learning. Encourage the use of mobile apps, virtual
reality tours, and online exchange programs to immerse students in English-speaking
environments without leaving the country.
By following these recommendations, tourism education in Ecuador can not only raise
English prociency among future professionals but also strengthen the country’s competitive
position in the global tourism market. Continued research in this area will contribute to bridging
the gap between academic preparation and professional demands, ensuring that Ecuador’s unique
attractions are eectively promoted to the world.
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