Affective variables, parental involvement and competence among South Korean high school learners of English

Morris, A.; Lafontaine, Marc; Pichette, François; Serres, Linda de

doi:10.14746/ssllt.2013.3.1.2

Cited by 9 publications

(10 citation statements)

References 25 publications

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“…This result generally conforms to the results of the other studies involving young children that most types of parental involvement are positively associated with academic achievement in general (for example, Driessen et al, 2005;Fan & Chen, 2001). The result is also consistent with Morris et al (2013)'s study with Korean high schoolers, which found a correlation between parental encouragement and learners' English competence. Park et al (2011)'s longitudinal study also showed that private tutoring was significantly correlated with Korean seventh grade students' achievement.…”

Section: Discussionsupporting

confidence: 91%

“…Hosseinpour, Yazdani, and Yrahmaadi (2015) found that, in an Iranian EFL context, parents' involvement in and attitudes toward their children's English language program correlated with children's achievement in the program. Morris et al (2013) found that parental encouragement was positively associated with Korean high school EFL learners' English competence as well as with their motivation to learn.…”

Section: Parental Involvement and Learners' Academic Achievementmentioning

confidence: 93%

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The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

Kim¹,

Barrett²

2018

ELT

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This paper seeks to examine Korean EFL learners' perceptions of parental involvement and how their attitudes toward parental involvement are associated with the success of parental involvement. Two hundred fifty four EFL children in South Korea participated in a survey asking the degree of their parent's involvement in seven involvement types and their attitudes towards parental involvement. The results showed that while all types of parental involvement were positively correlated with English proficiency for the group of children with positive attitudes towards parental involvement, no such correlations were found for the group of children with highly negative attitudes. In addition, for the group of children with moderately negative attitudes toward parental involvement, only less direct, autonomy-supportive parental involvement was found to be related to their achievement. These results suggest that learners' attitudes toward parental involvement may be a factor that delimits the positive influence of parental involvement on EFL learners' achievement.

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Section: Discussionsupporting

confidence: 91%

Section: Parental Involvement and Learners' Academic Achievementmentioning

confidence: 93%

The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

Kim¹,

Barrett²

2018

ELT

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“…The findings of the study revealed that the German learners' positive attitudes and the more negative attitudes of the English learners conformed to their parents' attitudes. The results from this study presented verification of a relationship between learners' attitudes and their parents [43].…”

Section: Motivationalsupporting

confidence: 66%

“…In another study, a group of researchers conducted a research on 190 South Korean high school learners in which the researchers used a 55-item questionnaire to measure attitudes toward English speakers and their communities and atttitudes toward the English-speaking culture, motivation intensity, the desire to learn and their attitudes toward the learning English, amotivation, parental involvement which comprised of active parental encouragement, passive parental encouragement and parental pressure, parental disinterest and learners' competence in L2 [43].…”

Section: Motivationalmentioning

confidence: 99%

A Review of Intrinsic and Extrinsic Motivations of ESL Learners

Ng¹,

Ng²

2015

IJLLL

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Abstract-Motivations, both intrinsic and extrinsic, are key factors in the success of learners at all stages of their education. The learners themselves and teachers or parents play a pivotal role in providing and encouraging that motivation in the learning and teaching environment. All learners are motivated differently and it takes time and a lot of effort to get learners to build their enthusiasm for learning, working hard and pushing themselves to excel. However, how do we know the learners are motivated? This review paper will answer the question accordingly by looking at some areas; 1) roles of intrinsic and extrinsic motivation in second language learning, 2) describing teachers' motivational practices and their learners' motivation and 3) identifying other possible factors to enhance learners' motivation in L2 learning. These areas covered in this paper are based on theories and findings discussed in previous studies on motivation of L2 learners. A brief discussion and some beneficial implications for teachers and learners are also included. This review concludes that L2 learners' motivation (intrinsic motivation) and the effect of perceived levels of teachers' commitment (extrinsic motivation) reconfirms that a teacher influences his/her learners' motivation. Furthermore, the learners' levels of proficiency may be an important factor which can determine the effectiveness of teaching strategies as a motivator for learners. This review also concludes that motivation is a crucial factor in learning the second language and is influenced by variables like personality and attitudes of learners, learning styles and power relationship between languages.

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“…For example, Csizér and Kormos () found that one of the factors that appeared to affect Hungarian students’ L2 learning attitude and motivation was parental encouragement. Morris, Lafontaine, Pichette, and de Serres () also found in relation to L2 learning among South Korean students that parental encouragement correlated with motivation to learn and parental disinterest correlated negatively with motivation. Castillo and Camelo Gámez's () study suggested that giving parents some instruction in regard to assisting their children with L2 learning produce positive results, yielding good effects on the children's L2 learning and also contributing to their literacy development.…”

Section: Effects Of Age Of First Fl Instruction: Some Backgroundmentioning

confidence: 86%

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

Pfenninger

Singleton

2018

Language Learning

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Despite contrary research findings, many laypeople still claim that starting second language (L2) instruction early yields linguistic advantages. This assertion is again undermined by a 5‐year longitudinal study conducted in Switzerland testing the English language skills of 636 secondary‐school students who had all learned Standard German and French at primary school, but only half of whom had learned English from age 8, the remainder having started English 5 years later. The results suggest that age‐related attainment effects are overshadowed by other effects, yielding diverse outcomes according to individual differences and contextual effects mediating L2 outcomes. An earlier age of learning proved beneficial only for children raised as biliterate simultaneous bilinguals receiving substantial parental support, as opposed to monolinguals and nonbiliterate bilinguals (simultaneous or sequential). These issues require studies that explore what underlies age effects in L2 learning and investigate how learning contexts shape processes of L2 development.

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Affective variables, parental involvement and competence among South Korean high school learners of English

Cited by 9 publications

References 25 publications

The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

The Role of Learners’ Attitudes Toward Parental Involvement in L2 English Learning

A Review of Intrinsic and Extrinsic Motivations of ESL Learners

Starting Age Overshadowed: The Primacy of Differential Environmental and Family Support Effects on Second Language Attainment in an Instructional Context

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