Abstract
AbstractAt the end of the first semester of the 2017/18 academic year, we conducted research in the form of focus groups on the attitudes of disadvantaged primary school students toward language learning and school. The students were asked about their thoughts relating to school, their self-perceived academic efficiency and their experiences related to English classes. The results show that the children (N = 17) generally have a positive attitude towards school work and English classes. In the English classes, ICT-supported learning (e.g. the use of tablets and smartboards) is present, which the students explicitly prefer compared to more traditional approaches. School attachment and attachment to the teacher in question also play an important role as the foundations of motivation in this work process.
Highlights
Unauthenticated | Downloaded 11/02/21 02:18 PM UTCHungarian Education Research Journal 10 (2020) 1, 32-46 these can aid towards a more finely grained exploration of language learning attitudes and motivation within a heterogenous learner group.This study took place as part of a series of digital learning material pilot studies developed by the MTA-DE Foreign Language Teaching Research Group (Feher, Abari, Sz€ok}ocs, Tisza, & Polonyi, 2018).THE BACKGROUND OF STUDENT SATISFACTION AND EFFICIENCYThe attitudes of students toward school and learning are important markers of students’ efficiency and the development of their personality
The students were asked about their thoughts relating to school, their self-perceived academic efficiency and their experiences related to English classes
The results show that the children (N 5 17) generally have a positive attitude towards school work and English classes
Summary
The attitudes of students toward school and learning are important markers of students’ efficiency and the development of their personality. These attitudes constitute one of the fundamental pillars of the quality of school work, which can be described as arising from a combination of multiple factors. One of these factors is student satisfaction, which develops from the learning process, performance and experiences outside of the classroom and contributes to school atmosphere. The described processes jointly determine children’s school experiences and expectations concerning their future
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