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The Effects of Private Education on Motivation and Affective Factors to Initiate L2 Communication in Class

  • Modern English Education
  • Abbr : MEESO
  • 2021, 22(4), pp.24-36
  • DOI : 10.18095/meeso.2021.22.4.24
  • Publisher : The Modern English Education Society
  • Research Area : Humanities > English Language and Literature > English Language Teaching
  • Received : September 30, 2021
  • Accepted : November 5, 2021
  • Published : November 30, 2021

Jaeho Choi 1

1상명대학교

Accredited

ABSTRACT

Although private education has been accused of widening the learning gap between students and causing burdensome household expenditure, most elementary students start private English education even before the third grade. Research on effects of private education has presented supportive evidence for its effects on academic achievement. However, its effects have been in- vestigated sparsely on motivation and affective aspects of learning. In addition, types of learning contents were not treated seriously in research. This study examined effects of duration and content types of private education on L2 learning motivation, L2 speaking anxiety, L2 communica- tion confidence, and L2 WTC. A survey was conducted with 96 elementary students and survey data were analyzed. Depending on content types, participants were classified into traditional and communicative groups. Results confirmed significant effects of duration and content types of private education on L2 WTC. The amount of time of private education positively predicted L2 WTC in classrooms. Students who experienced communicative private education were more willing to participate in English communication. In the following analysis, effects of duration on variables were different between traditional and communicative groups. Based on these findings, educational implications and suggestions for future studies are presented.

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