Investigating the impact of learning conditions on young learners’ attitudes and motivation to learn English as a foreign language

Abstract

This paper investigates young learners’ attitudes towards learning English as a foreign language (EFL) under different learning conditions. It reports on the findings of a quantitative study conducted between two comparable groups of Greek young learners (N=88), following English instruction, while attending Grade 6 in two primary schools with quite distinct approaches to teaching English. The data was collected with the help of a questionnaire, which explored the learners’ attitudes towards the English language and learning English as well as their motivation to learn English. The results illustrate clearly that favourable learning conditions can spur learners’ positive disposition towards the process of language learning at school.