Affective variables, parental involvement and competence among South Korean high school learners of English
Loading...
Date
2013-03
Advisor
Editor
Journal Title
Journal ISSN
Volume Title
Publisher
Zakład Filologii Angielskiej Wydział Pedagogiczno-Artystyczny Uniwersytetu im. Adama Mickiewicza w Kaliszu
Title alternative
Abstract
This study investigated the relationships between various affective variables
and two measures of competence in English, for 190 South Korean high school
students. A 55-item questionnaire was used to measure attitudes (Attitudes
toward English Speakers and their Communities and Attitudes toward the English-
speaking Culture), motivation (Motivational Intensity, Desire to Learn and
Attitudes toward the Learning of English), amotivation, parental involvement
(Active Parental Encouragement, Passive Parental Encouragement and Parental
Pressure), parental disinterest and students’ competence in L2 (English-
EXAM and English-SELF). Pearson product-moment coefficients indicate that
active and passive forms of parental encouragement correlate with motivation to learn, as conceptualized by Gardner (1985, 2010), as well as with parental
pressure, which suggests that South Korean students report undergoing forms
of pressure when their parents actively or passively encourage them. Furthermore,
the obtained correlations of the active and passive forms of encouragement
with different variables suggest that the two forms represent
two distinct concepts. While parental disinterest correlated negatively with
motivational variables, parental pressure correlated only with motivational intensity,
and only weakly. Therefore, parental pressure seems not to interact
significantly with participants’ attitudes, motivation and competence. Multiple
linear regression analyses confirm the importance of motivation to learn for
students' L2 competence.
Description
Sponsor
Keywords
motivation, L2 competence, parental involvement, amotivation, parental disinterest
Citation
Studies in Second Language Learning and Teaching, 2013, vol. 3, no. 1, pp. 13-45