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English learning motivation and English academic achievement of Korean elementary school students: The effects of L2 selves, international posture, and family encouragement.

  • Modern English Education
  • Abbr : MEESO
  • 2013, 14(1), pp.127-152
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching

이연실 1 AHN KYUNG JA 2

1염강초등학교
2서울교육대학교

Accredited

ABSTRACT

The study aims to investigate Korean elementary school students' English learning motivation and English academic achievement, in relation to their L2 selves, international posture, and family encouragement. The data were collected through survey questionnaires obtained from 247 third grade students and 315 sixth grade students. Ten students from each grade were also interviewed. The results of the study are as follows: (1) the ideal L2 self and family encouragement showed significant differences between the third and sixth grade students. (2) A high correlation was found in both groups between the ideal L2 self, international posture, family encouragement, and the motivated learning behavior. (3) While the ought-to L2 self negatively influenced the third grade students’ English academic achievement, international posture positively influenced the same students’ English academic achievement. On the other hand, the ideal L2 self and family encouragement had a positive effect on the sixth grade students’ English academic achievement. Overall, the results showed the positive effects of the ideal L2 self, international posture, and family encouragement on the elementary school students’ English learning motivation and English academic achievement. Finally, this study provides some important implications for teachers, teacher educators, and parents regarding primary English education. (196 words)

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