Investigating the impact of learning conditions on young learners’ attitudes and motivation to learn English as a foreign language

This paper investigates young learners’ attitudes towards learning English as a foreign language (EFL) under different learning conditions. It reports on the findings of a quantitative study conducted between two comparable groups of Greek young learners (N=88), following English instruction, while attending Grade 6 in two primary schools with quite distinct approaches to teaching English. The data was collected with the help of a questionnaire, which explored the learners’ attitudes towards the English language and learning English as well as their motivation to learn English. The results illustrate clearly that favourable learning conditions can spur learners’ positive disposition towards the process of language learning at school

Στάσεις και κίνητρα μαθητών που μαθαίνουν αγγλικά: τα αγγλικά ως ξένη ή ως διεθνής γλώσσα

The aim of the present study is to examine attitudes and motivation to learn English among Greek learners of the sixth grade of primary school and the third grade of lower secondary school in relation to variables such as age, gender and language attainment level. What is more, this study seeks to explore the extent to which Greek learners are aware of the concept of English as an International Language (EIL) and their attitudes towards and motivation to learn EIL or at least to incorporate some EIL-related features into their English language learning.The data were collected in 27 state schools (13 primary schools and 14 lower secondary schools) in the eastern and western parts of Thessaloniki, Greece. Both quantitative and qualitative approaches were adopted with the overall number of 1,142 survey respondents and the total of 31 interviewees. The data elicitation tools employed were a 71-item attitude/motivation questionnaire, which explored learners’ attitudes towards English, towards learning English at school, towards the native speakers of English and learners’ motivation to learn English for a plethora of reasons; the Oxford Quick Placement Test, which measured the respondents’ language attainment level; and a concise questionnaire used for the short semi-structured interviews. The results of the study highlight that age is the most influential variable across almost all attitude/motivational variables, in which young learners are reported to have more positive attitudes and a higher level of motivation. With regard to the impact of proficiency level, more proficient learners have more positive attitudes towards English and are motivated to learn English for instrumental reasons and for personal enjoyment. In addition, the results show that gender is not influential, and this finding leads to the assumption that, with special reference to English, attitudes and motivation seem to have become gender-neutral. The qualitative data obtained from the short interviews amplified and enriched the findings of the study by providing a more insightful and detailed picture of the learners’ attitudes and motivation.Suggestions for future research and a number of pedagogical recommendations are made on how to increase and sustain learners’ attitudes and motivation and to raise learners’ awareness of EIL, based on the findings of the present study

Examining the impact of university students’ socio-economic status on their attitudes towards foreign language learning and language choices

Students’ Socio-Economic Status (SES) has long been considered as a pivotal factor, which has a direct impact on their success in language learning outcomes and their motivation to learn foreign languages. This paper will report on the findings of a study conducted among students who pursue undergraduate studies in different disciplines at the Aristotle University of Thessaloniki. The aim of the study is to determine the extent to which students’ SES affects their attitudes towards foreign language learning and define their foreign language choices. What is more, we will also focus on the impact of the economic situation in Greece (at the time the study was conducted) on students’ language attitudes and language choices. Drawing on the findings of the study, some recommendations are put forward in an attempt to offer equal opportunities for learning foreign languages to all students irrespective of their socio-economic status