Promoting Young Children’s Interest in Learning English in EFL Context: The Role of Mothers

Naya Choi,Sujeong Kang,Hye Cho,Jiyeon Sheo

doi:10.3390/educsci9010046

Abstract

The purpose of this study was to investigate the effects of a mother’s motivation for providing English education to a young child on the provision of English education and the child’s interest in learning English. Also, the mediating role of the type of English education provided (English interaction at home and English private lessons) between a mother’s motivation and a child’s interest in learning English was examined. In total, 414 Korean mothers of 3-to-5-year-olds reported their motivation for providing English education to their child, frequency of English interaction at home, and the duration of English private lessons the child experienced. The degree of a child’s interest in learning English was measured by both the child’s mother and the teacher. The main results are as follows. First, a mother’s integrative motivation had a positive effect on the provision of English education. On the other hand, a mother’s instrumental motivation did not have a significant effect on the provision of English education. Also, a mother’s integrative motivation had an indirect effect on a child’ interest in learning English through English interaction at home. A mother’s integrative motivation had a direct effect on a child’s interest in learning English as well. This study is theoretically meaningful in that the concept of integrative and instrumental motivation of foreign language learners is extended to the mothers who provide foreign language education to their young children. Also, this study provides practical implications for early childhood mothers by highlighting the importance of integrative motivation and English interaction at home to enhance the child’s interest in learning English.

Highlights

There is a tendency in East Asian countries to begin English education from early childhood, sinceEnglish is recognized as the official international language [1]
This study aimed to investigate the effects of a mother’s motivation for providing English education to a young child on a mother’s provision of English education and the child’s interest in learning English
Regarding the first research question about the effects of a mother’s motivation on the provision of English education to a child, our results showed that mothers with higher integrative motivation provided more English interaction at home and English private lessons to their child

Summary

Introduction

There is a tendency in East Asian countries to begin English education from early childhood, sinceEnglish is recognized as the official international language [1]. There is a tendency in East Asian countries to begin English education from early childhood, since. In South Korea, most children aged 3 to 5 years old regularly take English classes at kindergartens or daycare centers [2]. There is a consistent demand for English education among mothers of early childhood children [3]. Some mothers provide additional English education, either at home or outside, by enrolling their children in other English programs. English education in early childhood is already a widespread phenomenon, there is still a controversy over whether it is appropriate to provide English education during early childhood in South Korea. Considering that most preschoolers are already exposed to English education, there is a need to move beyond the prevalent debate over the appropriateness of early English education; instead, we need to examine ways to support a developmentally appropriate foreign language learning environment that can enhance children’s interest in learning English

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Conclusion