Mind the Gap: Age-Related Differences in Students’ Perceptions of English Foreign Language Teacher and Motivation

Morana Drakulič

doi:10.26529/cepsj.1025

Abstract

The present paper addresses the age issue in the context of learning English as a foreign language in instructional settings. Our attention has been directed towards the examination of potential differences in students’ perceptions of their foreign language teacher and motivation in relation to age. A total of 592 participants attending higher grades of elementary school participated in the research. The results have shown that students’ perception of English language teacher characteristics and competences varies in relation to age. Although elementary school students perceive their language teacher to be the most competent in the area of instructional competences, younger students seem to put more emphasis on teacher’s personal characteristics over professional competences. The study also indicates differences in motivation, with an accentuated decline in relation to students’ age. The study offers a valuable information for teachers and policy makers and emphasizes the need for further adjustment of teaching methodology to various age groups.

Highlights

Learning English as a foreign language (EFL) at an early age has become a more prominent topic in the last two decades or so as both policy makers and field practitioners have begun to realise the potential benefits an early start may bring
The final version of the instrument, after the pilot study was conducted, consists of 27 positively worded items distributed across three components assessing FL teacher work and behaviour: Intrapersonal and interpersonal characteristics and skills (12 items), Intercultural competence (6 items), and Competences related to FL classroom instruction (9 items)
Students, regardless age, ascribed more importance to the teachers’ intrapersonal and interpersonal characteristics and skills than to other assessed aspects of their profession. These findings are in line with the qualitative research conducted by Drakulić (2018) who found the more importance was ascribed to teacher’s personal characteristics than to competences related to FL classroom instruction

Summary

Introduction

Learning English as a foreign language (EFL) at an early age has become a more prominent topic in the last two decades or so as both policy makers and field practitioners have begun to realise the potential benefits an early start may bring This raising awareness is partly the consequence of national politics that advocate the necessity of communication in at least one FL (European Commission, 2006) and the assumption that younger children learn better as well as easier and that the extended period of learning a language leads to higher levels of proficiency and attainment. As Cenoz (2003) points out, much of the studies on, what they call, age issue, have been conducted in second language situations where children are exposed to a FL both in and outside of the classroom Such a surrounding is very different from a FL setting and calls for s new research perspective which should focus on those factors which are relevant to the classroom teaching and learning context. An emphasis is put on a more detailed examination of students’ subjective perceptions of the language learning environment especially in relation to younger students whose subjective interpretations and views on the classroom activities as well as on the FL teacher work and behaviour may strongly affect the level of their FL learning motivation

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Discussion

Conclusion