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- Publisher Website: 10.1016/j.system.2017.04.017
- Scopus: eid_2-s2.0-85020013829
- WOS: WOS:000405042200011
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Article: An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners
Title | An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners |
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Authors | |
Keywords | Attitudes toward language learning Codeswitching English-only L2 motivational self system Language learning motivation |
Issue Date | 2017 |
Publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/system |
Citation | System, 2017, v. 67, p. 121-131 How to Cite? |
Abstract | Despite the growing number of empirical studies on using students’ first language in target language (TL) teaching, an issue yet to be investigated is the relationship between students’ attitude toward classroom language choice and other personal variables, such as their motivation to learn the TL and their proficiency in that language. In this study, 366 Korean undergraduate students completed a questionnaire on their attitudes toward classroom language choice and language learning motivation. A subset of these participants also took a computerized speaking test (n = 127) and submitted their scores on TOEIC (n = 123). Our analyses revealed that the participants were in favor of codeswitching when compared to their neutral attitude toward English-only in EFL classrooms. The participants who obtained a high score on the ‘Ideal L2 Self’ scale of motivation and those who were more proficient were more in favor of an English-only learning approach. It was also found that ‘Ideal L2 Self’ was a stronger predictor of students’ attitudes toward classroom language choice than their L2 proficiency level. These findings point to the importance of understanding students’ different types of L2 learning motivation, particularly ‘Ideal L2 Self’, before determining how and when to use an English-only approach. |
Persistent Identifier | http://hdl.handle.net/10722/242826 |
ISSN | 2023 Impact Factor: 4.9 2023 SCImago Journal Rankings: 2.075 |
ISI Accession Number ID |
DC Field | Value | Language |
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dc.contributor.author | Lee, JH | - |
dc.contributor.author | Lo, YY | - |
dc.date.accessioned | 2017-08-25T02:45:52Z | - |
dc.date.available | 2017-08-25T02:45:52Z | - |
dc.date.issued | 2017 | - |
dc.identifier.citation | System, 2017, v. 67, p. 121-131 | - |
dc.identifier.issn | 0346-251X | - |
dc.identifier.uri | http://hdl.handle.net/10722/242826 | - |
dc.description.abstract | Despite the growing number of empirical studies on using students’ first language in target language (TL) teaching, an issue yet to be investigated is the relationship between students’ attitude toward classroom language choice and other personal variables, such as their motivation to learn the TL and their proficiency in that language. In this study, 366 Korean undergraduate students completed a questionnaire on their attitudes toward classroom language choice and language learning motivation. A subset of these participants also took a computerized speaking test (n = 127) and submitted their scores on TOEIC (n = 123). Our analyses revealed that the participants were in favor of codeswitching when compared to their neutral attitude toward English-only in EFL classrooms. The participants who obtained a high score on the ‘Ideal L2 Self’ scale of motivation and those who were more proficient were more in favor of an English-only learning approach. It was also found that ‘Ideal L2 Self’ was a stronger predictor of students’ attitudes toward classroom language choice than their L2 proficiency level. These findings point to the importance of understanding students’ different types of L2 learning motivation, particularly ‘Ideal L2 Self’, before determining how and when to use an English-only approach. | - |
dc.language | eng | - |
dc.publisher | Pergamon. The Journal's web site is located at http://www.elsevier.com/locate/system | - |
dc.relation.ispartof | System | - |
dc.rights | Posting accepted manuscript (postprint): © <year>. This manuscript version is made available under the CC-BY-NC-ND 4.0 license http://creativecommons.org/licenses/by-nc-nd/4.0/ | - |
dc.subject | Attitudes toward language learning | - |
dc.subject | Codeswitching | - |
dc.subject | English-only | - |
dc.subject | L2 motivational self system | - |
dc.subject | Language learning motivation | - |
dc.title | An exploratory study on the relationships between attitudes toward classroom language choice, motivation, and proficiency of EFL learners | - |
dc.type | Article | - |
dc.identifier.email | Lo, YY: yuenyilo@hku.hk | - |
dc.identifier.authority | Lo, YY=rp01635 | - |
dc.identifier.doi | 10.1016/j.system.2017.04.017 | - |
dc.identifier.scopus | eid_2-s2.0-85020013829 | - |
dc.identifier.hkuros | 274379 | - |
dc.identifier.volume | 67 | - |
dc.identifier.spage | 121 | - |
dc.identifier.epage | 131 | - |
dc.identifier.isi | WOS:000405042200011 | - |
dc.publisher.place | United Kingdom | - |
dc.identifier.issnl | 0346-251X | - |