+ exposure, attitudes, and motivation: extracurricular l2 input in a japanese efl context matthew...
TRANSCRIPT
+
Exposure, Attitudes, and Motivation:Extracurricular L2 Input in a Japanese EFL Context
Matthew BarbeeSLS 674: Survey Research Methods
+Objective
To present data collected from a survey study of Japanese EFL learners on what sources of input they have exposure to, their attitudes toward those sources of input, and, in general, how motivated they are to learn English.
+ Overv
iew
Theoretical Background
Research Questions
Methodology Participants Questionnaire Questionnaire Design
Procedure
Results/Discussion
References
Questions & Comments
+Theoretical Background
Importance of English due to globalization Dominance of English music, movies, and television has
lead to an English world culture
Importance of Input and Interaction on Second Language Acquisition Input must be comprehensible, interesting/relevant, in large
quantity, and authentic (Krashen 1982) Input is not enough, interaction must be present for
acquisition to occur (Long 1985, 1996)
Importance of Motivation on Second Language Acquisition Integrative motivation, the highest and most facilitative
form of motivation to learn a language (Gardner 2001)
+Theoretical Background
What happens when EFL learners have no exposure to the L2 in authentic contexts?Don’t travel abroad, no personal contact with foreigners, no need for L2 in L1 culture
What happens when there is no or little exposure to English in the EFL classroom?
Integrativeness might have less explanatory power for learners in EFL contexts because they rarely come into personal contact with L2 members. (Dornyei 1988)
“Without contact, language learners cannot form strong attitudes towards L2 speakers or harbour intense desires of integrating or being 'like them'" (Ortega, 2009, p. 178).
+Theoretical Background
English Media Orientation(Clement 1994)
Cultural Interest Orientation(Csizer and Dornyei 2005a)
Indirect contact(Csizer and Dornyei 2005a)
International Posturingto become “citizens of the world.”
(Yashima, 2004; Lamb, 2004)
+Research Questions How much exposure do Japanese EFL learners have to
various sources of extra-curricular written and verbal English input across high-level and low-level students?
What are the attitudes and beliefs of those same high-level and low-level Japanese EFL learners toward various sources of extracurricular English input?
How motivated are those same students to learn English?
FUTURE EXTENSION
Are there any relationships between motivation and exposure to the different sources of extracurricular English input?
+Methodology Participants: Japanese EFL learners from two public high
schools in rural Japan. Age 16-17.
Questionnaire Focus Group
Draft and revision
Translation and request from liason in Japan
Tested on focus group
Final version
Questionnaire Design
School A School B
High level N=40 N=37
Low Level N=36 N=38
+Procedure
Complete survey emailed to liaison teacher in Japan.
Copying and distribution to the homeroom teachers of the four classes, two classes at each school.
Instructions given in Japanese by the homeroom teachers: Students were asked to complete the survey within one 40
minute class period. Explanation of participant rights was given. No further explanation
Homeroom teachers collected the survey at the end of class.
Liaison teacher mailed the completed survey back to me.
100% return rate!
+RESULTS
Biographical Data
Total Students
School A School B
Total High
TotalLow
A1 (high) A2 (low)
B1 (high) B2 (low)
Number of Students
151 76 40 36 75 37 38 77 74
51.0% 49.0%
Male73 43 26 17 30 18 12 44 29
48.3% 56.6% 65.0% 47.2% 40.0% 48.6% 51.4% 57.1% 39.2%
Female78 33 14 19 45 19 26 33 45
51.7% 43.4% 35.0% 52.8% 60.0% 51.4% 68.4% 42.9% 60.8%Years Studied
English 6.1 5.86 5.64 6.14 6.34 6.34 6.34 5.99 6.24Number of
Students who have Lives or
Studied Abroad
6 3 2 1 3 2 1 4 2
4.0% 3.9% 5.0% 2.8% 4.0% 5.4% 2.6% 5.2% 2.7%
+Self-Reported Exposure to Extracurricular
English Input by Japanese High School Students
Total Students (n=151)
High level Students (n=77)
Low level Students (n=74)
VERBAL INPUT
Native-speakers 1.71 1.58 1.84Non-native speakers 1.89 1.94 1.84
Movies/TV 2.03 1.96 2.09Radio 1.52 1.57 1.47Music 3.50 3.39 3.61
Online Media 3.42 3.34 3.51
WRITTEN INPUT
Books 1.66 1.65 1.66Magazines 1.56 1.56 1.57
Comics 1.45 1.52 1.38Newspapers 1.65 1.79 1.51
Email/text messages 1.74 1.75 1.73Online Social Media 1.86 1.84 1.88
MIXED-MODAL INPUT
Movies/TV (with subtitles) 2.57 2.47 2.68
Music (with lyrics) 3.01 3.07 2.96
+
Nati
ve-s
peakers
Non
-nati
ve s
peakers
Movie
s/TV
Rad
io
Mu
sic
On
line M
ed
ia
Books
Mag
azi
nes
Com
ics
New
spap
ers
Em
ail/
text
mess
ag
es
On
line S
oci
al M
ed
ia
Movie
s/TV
(w
ith
su
bti
tles)
Mu
sic
(wit
h lyri
cs)
VERBAL INPUT WRITTEN INPUT MIXED-MODAL INPUT
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
Self-Reported Exposure to Extracurricular English Input by Japanese High School
Students
Total Students (n=151) High level Students (n=77)Low level Students (n=74)
+Enjoyable Factor
Attitudes and Beliefs of Japanese High School Students toward Extracurricular English Input
Total Students
(n=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 2.84 2.75 2.93Non-native Speakers 2.66 2.68 2.64
Movies/TV 2.50 2.51 2.50Radio 1.82 1.86 1.78Music 3.93 3.91 3.96
Online Media 3.60 3.56 3.65
Books 2.19 2.19 2.19Magazines/Periodicals 2.02 2.03 2.01
Comics 1.97 1.94 2.01Nespaper 2.04 2.14 1.93
Email/text messages 2.03 1.99 2.07Online Social Media 2.06 1.99 2.14
Movies/TV (with subtitles) 3.07 3.03 3.11Music (with lyrics) 3.37 3.39 3.35
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Enjoyable Factor: Attitudes and Beliefs of Japanese High School Students toward Extracurricular English
Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+Effectiveness in Learning English FactorAttitudes and Beliefs of Japanese High School Students toward
Extracurricular English Input
Total Students
(n=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 4.21 4.21 4.22
Non-native Speakers 3.19 3.35 3.01
Movies/TV 3.64 3.60 3.69
Radio 3.39 3.40 3.38
Music 3.62 3.49 3.74
Online Media 3.03 2.92 3.15
Books 3.62 3.66 3.58
Magazines/Periodicals 3.28 3.39 3.18
Comics 2.97 3.08 2.86
Nespaper 3.52 3.49 3.54
Email/text messages 2.92 3.09 2.74
Online Social Media 2.89 2.92 2.85
Movies/TV (with subtitles) 3.60 3.60 3.59
Music (with lyrics) 3.65 3.63 3.68
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Effectiveness in Learning English Factor: Attitudes and Beliefs of Japanese High School Students toward
Extracurricular English Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+Motivational Learning English Factor
Attitudes and Beliefs of Japanese High School Students toward Extracurricular English Input
Total Students
(n=151)High level
students (n=77)Low level students
(n=74)
Native-speakers 3.87 3.88 3.85
Non-native Speakers 2.97 3.10 2.82
Movies/TV 3.44 3.43 3.45
Radio 2.81 2.86 2.76
Music 3.75 3.67 3.82
Online Media 2.98 2.82 3.15
Books 3.19 3.22 3.16
Magazines/Periodicals 2.93 2.95 2.92
Comics 2.68 2.73 2.64
Nespaper 3.07 2.99 3.16
Email/text messages 2.74 2.77 2.70
Online Social Media 2.71 2.73 2.69
Movies/TV (with subtitles) 3.42 3.39 3.46
Music (with lyrics) 3.57 3.45 3.69
+
Native
-spe
aker
s
Non-n
ative
Spe
aker
s
Mov
ies/T
V
Radio
Mus
ic
Online
Med
ia
Books
Mag
azines
/Per
iodica
ls
Comics
Nespa
per
Email/t
ext m
essa
ges
Online
Socia
l Med
ia
Mov
ies/T
V (with
subt
itles
)
Mus
ic (w
ith ly
rics)
0.00
0.50
1.00
1.50
2.00
2.50
3.00
3.50
4.00
4.50
Motivational for Learning English Factor: Attitudes and Beliefs of Japanese High School Students toward Extracurricular English Input
Total Students (n=151) High level students (n=77) Low level students (n=74)
Sources of Input
+ Self-Reported Motivation of JapaneseHigh School Students to Learn English
Total Students (n=151)
High level students (n=77)
Low level students (n=74)
I want to learn English 4.19 4.16 4.23
English is useful 4.30 4.37 4.23
Enjoy learning English 3.77 3.86 3.68
I want to learn English English is useful Enjoy learning English3.20
3.40
3.60
3.80
4.00
4.20
4.40
4.60
Total Students (n=151) High level students (n=77)Low level students (n=74)
Motivational Factors
+ DIS
CU
SSIO
N
Limitations Determination of high vs. low level students Quantification of amount of exposure Focus group vs. Target group No correlations drawn
Future Extension Draw correlations Follow future study with qualitative data collection Gather information on availability/access to input
Pedagogical Implications No distinct differences between low level and high level
students. In many cases, the low-level students had more exposure to input and higher motivation levels.
From focus group/liaison in Japan:
1. higher level students may have less free time outside of the classroom for exposure to English
2. “test driven” and seek “short-cuts”
3. growing tendency to feel that there is no need for English in Japan.
+
QUESTIONS
+++
+
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