Exploring relationships between second language learners’ attitudes towards classroom language and variables that motivate their learning

Abstract

ABSTRACTDespite the increasing volume of studies on classroom language use research, scant attention has been paid to the relationship between learners’ attitudes towards classroom language choice and classroom variables that they perceive to motivate their target language learning. This study examines this issue with Korean undergraduate English as a Foreign Language (EFL) learners enrolled in a conversation course based on a communicative approach. A participant questionnaire was administered to 233 EFL learners. Results revealed that the participants were generally in agreement with using their L1 in learning English, and critical of the English-only approach. The participants as a group revealed a division regarding their preference for native speaking teachers of English, and did not necessarily adhere to the notion that native speaking teachers of English are more effective than their non-native counterparts in teaching conversation. More importantly, participants with a strong preference for teachers’ L1 use were found to prefer a ‘safer’ learning environment, whereas those who appreciated English-only were more receptive to challenging environments and native speaking teachers of English.