Language Learning Attitudes of Young Learners: Differences between Syrian Refugee Learners and Turkish Learners

Asmali, Mehmet; Sayın, Sanem Dilbaz

doi:10.15388/actpaed.2021.47.2

Cited by 2 publications

(2 citation statements)

References 12 publications

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“…However, some studies conducted in the Asian context have explored children's perceptions of their motivations to learn English. In Turkey, Asmali [57] conducted a mixed-method study with 2nd-grade primary school students using questionnaires, interviews, and focus groups to explore their motivation and attitudes towards English language learning. The results revealed that most children felt highly motivated to learn and continue learning English.…”

Section: Recent Empirical Studies Of Motivation and Attitude Of Yllsmentioning

confidence: 99%

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Inostroza,

Perez-Villalobos,

Tabalí

2024

Education Sciences

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This study aims to identify motivational and attitude variables among Chilean young English learners from Concepción. A child-appropriate Likert scale questionnaire was distributed to 137 students from the 3rd, 4th, and 5th grade of two state-run primary schools. The instrument considered five variables: attitude towards English, intrinsic motivation, extrinsic motivation, Ideal L2 Self, and parent-oriented motivation, because the eclectic nature of early language learning has been shown to be influenced by these factors. The variables for teacher profile considered years of teaching experience, training in primary English language teaching, and access to multisensory and audio-visual materials. A confirmatory factor analysis was conducted to determine the internal consistency of the instrument. The Mann–Whitney U test and the Kruskal–Wallis H-test using Dunn’s post hoc contrast were used to compare the motivations and attitudes by gender, teacher profile, and grade. Spearman’s rho correlation coefficient was then used to identify the relationship between the target variables and the teacher profile. Results show that teacher profile is a key factor in motivation and attitude to learning English, particularly their access to multisensory and audio-visual materials. This study’s main novelty is that it is the first time a questionnaire focused on children’s attitudes and motivations has been applied in Chile, with clear implications for teacher education and policy implementation assessment.

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Section: Recent Empirical Studies Of Motivation and Attitude Of Yllsmentioning

confidence: 99%

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Inostroza,

Perez-Villalobos,

Tabalí

2024

Education Sciences

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“…Compelling evidence has been documented to leave traces for those curious to elaborate on these detrimental factors for success in language learning. Students' backgrounds as refugees or members of other oppressed groups, in addition to their struggles with English language acquisition, become their own source of frustration (Asmali & Sayın, 2021;Ortega, 2021).…”

Section: Introductionmentioning

confidence: 99%

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

nasmilah¹

2022

scr. j. j. linguist. engl. teach.

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This paper discusses how tasks and activities in collaborative EFL learning promote learnersâ€™ confidence and belief system to perform better in their productive skills of English especially â€˜speakingâ€™. It is generally believed that learnersâ€™ lack of confidence is the main constraint when â€˜speakingâ€™ becomes the objective of an EFL lesson in addition to their lack of vocabulary and knowledge of grammar rules. Furthermore, belief system that they share as EFL learners plays crucial roles in shaping all the elements that contribute to success in EFL learning. This paper reveals (1) how tasks and activities developed by teachers at some universities in South Sulawesi build EFL learnersâ€™ confidence in speaking, and (2) how those teachers involved direct the EFL learnersâ€™ belief system to optimize the grab of English as a foreign language, the language that is believed to assist them realize their expectation to gain at least one of the widely offered scholarships, and (3) How topics of interest enhance learnersâ€™ participation in classroom that leads to success in language learning. Taking 124 students and 4 teachers from 4 universities comprising 4 classes as participants, and by utilizing several instruments such as questionnaire, interview, classroom observation and stimulated-recall, this pure qualitative study claims that teachersâ€™ role in practicing their pre-developed activities along with the implementation of collaborative learning has greatly assisted the learners to develop stronger self- confidence and strengthen their belief system about their capability in EFL learning, especially speaking. It is also revealed that topic of interest is an essential teaching aspect which raises the awareness of the learners about the power of their metacognitive strategies in learning a second language.

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Language Learning Attitudes of Young Learners: Differences between Syrian Refugee Learners and Turkish Learners

Cited by 2 publications

References 12 publications

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Chilean Primary Learners’ Motivation and Attitude towards English as a Foreign Language

Building EFL Learnersâ€™ Confidence and Belief System through Collaborative Learning: The Power of Topics of Interest

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