Students' perspectives on a school-based English program
DOI:
https://doi.org/10.25170/ijelt.v2i1.1608Keywords:
students' perspective, motivation, attitude, spoken English, grade levelAbstract
This article reports a study on students’ perspectives on a summer school program, a school-based Café aimed at learning spoken English. Administering a 15-item survey to 1,331 students at six different grade levels at a Macao secondary school, the study revealed that (1) most of the students were not motivated to learn spoken English, (2) the majority of the students held negative attitudes towards the school-based English program, (3) the students at higher grade levels tended to be significantly more motivated and held more positive attitudes towards the program, (4) male students were significantly more motivated and thought more highly of the program than their female counterparts, and (5) the students’ English-learning motivation and attitudes towards the program were significantly positively correlated with their English proficiency. Finally, some suggestions and implications were discussed.
References
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Block, D. (1997). Learning by listening to language learners. System, 25, 347-360.
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Clėment, R., Dörnyei, Z., & Noel, K. A. 1994. Motivation, self-confidence, and group cohesion in the foreign language. Language Learning, 3, 417-448.
Gardner, R. C. 1982. Language attitudes and language learning. In E. B. Ryan, and H. Giles (Eds.), Attitudes towards language variation (pp. 132-147). London, United Kingdom: Edward Arnold.
Gardner, R. C. 1983. Learning another language: A true social psychological experiment. Journal of Language and Social Psychology, 2, 219-239.
Gardner, R. C. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. 1972. Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R. C., Lalonde, R. N., & Moorcroft, R. 1985. The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 1, 207-227.
Gardner, R. C., & MacIntyre, P. D. 1993. A student’s contributions to second language learning. Part I: Affective variables. Language Teaching, 26/1-11.
Gardner, R.C., & Tremblay, P. F. 1994. On motivation, research agendas, and theoretical Frameworks. The Modern Language Journal, 78/3, 359-68.
Krippendorff, K. 1980. Content analysis: an introduction to its methodology. Beverly Hills: Sage Publications
Kuhlemeier, H., Van-den-Bergh, H., & Melse, L. 1996. Attitudes and achievements in the first year of German language instruction in Dutch secondary education. The Modern Language Journal, 80/4, 494-508.
Liu, M. H. 2005. Reticence, anxiety and performance of Chinese University Students in oral English lessons and tests. Unpublished Ph.D. thesis, the Chinese University of Hong Kong.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. 2001. Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 28, 369-388.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. 2003. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 53/1, 137-165.
MacIntyre, P. D., & Charos, C. 1996. Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15/1, 3-26.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. 1998. Conceptualizing willingness to communicate in an L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82/4, 545-562.
Masgoret, A. M., & Gardner, R. C. 2003. Attitudes, motivation, and second language learning: a meta analysis of studies conducted by Gardner and associates. Language Learning, 53/1, 123-163.
Park, Y. Y., & Oxford, R. 1998. Changing roles for teachers in the English Village Course in Korea. System, 26/1, 107-113.
Thein, M. M. 1994. A non-native English speaking teachers’ response to a learner-centered program. System, 22/4, 463-471.
Yang, A., & Lau, L. 2003. Student attitudes to the learning of English at the secondary and tertiary level. System 31, 107-123.
Young, D. 1991. Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75/4, 426-438.
Block, D. (1997). Learning by listening to language learners. System, 25, 347-360.
Chlebek, A., & Coltrinari, H. 1977. Summer immersion programs abroad. Canadian Modern Language Review, 33, 348-53.
Clėment, R., Dörnyei, Z., & Noel, K. A. 1994. Motivation, self-confidence, and group cohesion in the foreign language. Language Learning, 3, 417-448.
Gardner, R. C. 1982. Language attitudes and language learning. In E. B. Ryan, and H. Giles (Eds.), Attitudes towards language variation (pp. 132-147). London, United Kingdom: Edward Arnold.
Gardner, R. C. 1983. Learning another language: A true social psychological experiment. Journal of Language and Social Psychology, 2, 219-239.
Gardner, R. C. 1985. Social psychology and second language learning: The role of attitudes and motivation. London: Edward Arnold.
Gardner, R. C., & Lambert, W. E. 1972. Attitudes and motivation in second language learning. Rowley, MA: Newbury House.
Gardner, R. C., Lalonde, R. N., & Moorcroft, R. 1985. The role of attitudes and motivation in second language learning: Correlational and experimental considerations. Language Learning, 1, 207-227.
Gardner, R. C., & MacIntyre, P. D. 1993. A student’s contributions to second language learning. Part I: Affective variables. Language Teaching, 26/1-11.
Gardner, R.C., & Tremblay, P. F. 1994. On motivation, research agendas, and theoretical Frameworks. The Modern Language Journal, 78/3, 359-68.
Krippendorff, K. 1980. Content analysis: an introduction to its methodology. Beverly Hills: Sage Publications
Kuhlemeier, H., Van-den-Bergh, H., & Melse, L. 1996. Attitudes and achievements in the first year of German language instruction in Dutch secondary education. The Modern Language Journal, 80/4, 494-508.
Liu, M. H. 2005. Reticence, anxiety and performance of Chinese University Students in oral English lessons and tests. Unpublished Ph.D. thesis, the Chinese University of Hong Kong.
MacIntyre, P. D., Baker, S. C., Clément, R., & Conrod, S. 2001. Willingness to communicate, social support, and language-learning orientations of immersion students. Studies in Second Language Acquisition, 28, 369-388.
MacIntyre, P. D., Baker, S. C., Clément, R., & Donovan, L. A. 2003. Sex and age effects on willingness to communicate, anxiety, perceived competence, and L2 motivation among junior high school French immersion students. Language Learning, 53/1, 137-165.
MacIntyre, P. D., & Charos, C. 1996. Personality, attitudes, and affect as predictors of second language communication. Journal of Language and Social Psychology, 15/1, 3-26.
MacIntyre, P. D., Clément, R., Dörnyei, Z., & Noels, K. A. 1998. Conceptualizing willingness to communicate in an L2: a situational model of L2 confidence and affiliation. The Modern Language Journal, 82/4, 545-562.
Masgoret, A. M., & Gardner, R. C. 2003. Attitudes, motivation, and second language learning: a meta analysis of studies conducted by Gardner and associates. Language Learning, 53/1, 123-163.
Park, Y. Y., & Oxford, R. 1998. Changing roles for teachers in the English Village Course in Korea. System, 26/1, 107-113.
Thein, M. M. 1994. A non-native English speaking teachers’ response to a learner-centered program. System, 22/4, 463-471.
Yang, A., & Lau, L. 2003. Student attitudes to the learning of English at the secondary and tertiary level. System 31, 107-123.
Young, D. 1991. Creating a low-anxiety classroom environment: What does language anxiety research suggest? The Modern Language Journal, 75/4, 426-438.
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2006-05-31
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