exposure, attitudes, and motivation: extracurricular l2 input in a japanese efl context
DESCRIPTION
Exposure, Attitudes, and Motivation: Extracurricular L2 Input in a Japanese EFL Context. Matthew Barbee SLS 674: Survey Research Methods [email protected]. Objective. - PowerPoint PPT PresentationTRANSCRIPT
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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.
+ Overview 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 BackgroundWhat 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 BHigh level N=40 N=37Low 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!
+RESULTSBiographical 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 7451.0% 49.0%
Male 73 43 26 17 30 18 12 44 2948.3% 56.6% 65.0% 47.2% 40.0% 48.6% 51.4% 57.1% 39.2%
Female 78 33 14 19 45 19 26 33 4551.7% 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 6.24
Number 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 StudentsTotal 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 2.68Music (with lyrics) 3.01 3.07 2.96
+
Nativ
e-sp
eake
rs
Non-
nativ
e sp
eake
rs
Mov
ies/
TV
Radi
o
Mus
ic
Onlin
e M
edia
Book
s
Mag
azin
es
Com
ics
News
pape
rs
Emai
l/tex
t mes
sage
s
Onlin
e So
cial M
edia
Mov
ies/
TV (w
ith s
ubtit
les)
Mus
ic (w
ith ly
rics)
VERBAL INPUT WRITTEN INPUT MIXED-MODAL INPUT
0.000.501.001.502.002.503.003.50
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 3.65Books 2.19 2.19 2.19
Magazines/Periodicals 2.02 2.03 2.01Comics 1.97 1.94 2.01
Nespaper 2.04 2.14 1.93Email/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-
speake
rs
Non-na
tive Sp
eaker
s
Movies/
TVRa
dioMusi
c
Online M
edia
Books
Magazi
nes/P
eriod
icals
Comics
Nespap
er
Email/
text m
essag
es
Online S
ocial M
edia
Movies/
TV (w
ith su
btitle
s)
Music (
with lyr
ics)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 3.01Movies/TV 3.64 3.60 3.69
Radio 3.39 3.40 3.38Music 3.62 3.49 3.74
Online Media 3.03 2.92 3.15Books 3.62 3.66 3.58
Magazines/Periodicals 3.28 3.39 3.18Comics 2.97 3.08 2.86
Nespaper 3.52 3.49 3.54Email/text messages 2.92 3.09 2.74Online Social Media 2.89 2.92 2.85
Movies/TV (with subtitles) 3.60 3.60 3.59Music (with lyrics) 3.65 3.63 3.68
+
Native-
speake
rs
Non-na
tive Sp
eaker
s
Movies/
TVRad
ioMusi
c
Online M
edia
Books
Magazi
nes/P
eriod
icals
Comics
Nespap
er
Email/
text m
essag
es
Online S
ocial M
edia
Movies/
TV (w
ith su
btitle
s)
Music (
with lyr
ics)
0.000.501.001.502.002.503.003.504.004.50
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 3.85Non-native Speakers 2.97 3.10 2.82
Movies/TV 3.44 3.43 3.45Radio 2.81 2.86 2.76Music 3.75 3.67 3.82
Online Media 2.98 2.82 3.15Books 3.19 3.22 3.16
Magazines/Periodicals 2.93 2.95 2.92Comics 2.68 2.73 2.64
Nespaper 3.07 2.99 3.16Email/text messages 2.74 2.77 2.70Online Social Media 2.71 2.73 2.69
Movies/TV (with subtitles) 3.42 3.39 3.46Music (with lyrics) 3.57 3.45 3.69
+
Native-
speake
rs
Non-na
tive Sp
eaker
s
Movies/
TVRad
ioMusi
c
Online M
edia
Books
Magazi
nes/P
eriod
icals
Comics
Nespap
er
Email/
text m
essag
es
Online S
ocial M
edia
Movies/
TV (w
ith su
btitle
s)
Music (
with lyr
ics)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 English3.203.403.603.804.004.204.404.60
Total Students (n=151) High level students (n=77)Low level students (n=74)
Motivational Factors
+
DISCUSSION
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 English2. “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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