Abstract
This study examines the relationship between individual factors such as age, learning opportunities, and motivation and English language proficiency of pre-service EFL student-teachers. A background questionnaire and an English proficiency test were given to 121 student-teachers. The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency. Qualitatively, respondents described their reasons for having English language difficulties and for their integrative and instrumental motivation, which complemented the quantitative data. Suggestions for pedagogical practice that might improve the situation are given.
Highlights
Individual differences when learning a second language are worth researching, for their contribution to theory development, and for their practical implications for language teaching
The results revealed that the majority of participants have a low English proficiency which is not likely to improve at the end of the teaching program and that third language learning as well as integrative motivation are strong predictors of language proficiency
Regarding to the English classes in primary and high school (Table 2), 38% of the participants indicated that they did not take any classes during primary school, 19% did not enjoy the classes in primary school, and 27.3% stated that they did not enjoy English classes in high school
Summary
Individual differences when learning a second language are worth researching, for their contribution to theory development, and for their practical implications for language teaching. As Roberts & Meyer (2012) stated, these differences allow to test hypotheses, especially through the use of correlational studies; in the words of Lightbown & Spada (2013), understanding the relationship between cognitive characteristics, personality traits, learning contexts, and success in language learning is of interest to teachers and researchers alike in order to gain a better understanding of second language learning and teach students with different characteristics more efficiently Among these individual differences, learning speed and the final level of proficiency attained are of particular importance since, if identified beforehand, they could be used to classify learners so that they receive the advice and instruction that suit their needs (Roberts & Meyer, 2012). Cook (2008) has pointed out that certain personality traits such as motivation, attitude, aptitude, and age are considered to be highly determinant factors that can stimulate or hinder language learning, while other factors such as cognitive style, intelligence, sex, first language proficiency, and empathy can influence the learning process, but to a lesser degree
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