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1.- INTRODUCTION
This article shows the results of the research that aims to address the role of
variables such as interest, motivation and attitudes in learning English as a
Foreign Language (EFL) in an educational context.
The study presented here was conducted bilaterally between the Santa Cruz
College students in Mislata and students of the school Usak Ticaret Meslek,
Anadolu Ticaret Meslek, Anadolu ve Turizm Otelcilik Meslek Lisei in Usak,
during the course 2014-2015.
2- AIMS
The main objective of this research is to analyze and interpret the perceptions
of students in two areas such as motivation and intercultural knowledge in
foreign languages, before and after a linguistic-cultural exchange of a member
country of the European Union (Spain) and another non-member state of the
European Union (Turkey), using English as a communicative language.
In particular we focus on the following aspects:
Investigate the link between formal learning and learning in real
situations, collecting and analyzing the views of students about the
advantages of an intercultural context in learning English.
The perception of students on exchange projects, which require the
efforts of families and school communities.
3.- DESIGN AND MATERIALS.
To collect data on the level, type of motivation and attitudes as a tool, four
questionnaires have been designed for this purpose.
Questionnaire 1: Interest and motivations students.
Questionnaire 2: Effects of English in daily life
Questionnaire 3: Attitudes towards learning English.
Questionnaire 4: Final evaluation of the project.
SEE DOCUMENTS ATTACHED BELOW
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4.-PARTICIPANTS
The sample population we have chosen for the survey number 1, 2 and 4 are
twenty students participating in the Comenius project. The average age of the
group is 17 years. Participants are both female (50%) and male (50%).
Only the survey number 3 has been applied to a particular group of 200
students whose age is between 14 and 16 years.
5.- METHODOLOGY
In this study we have conducted two analyzes of the results. First, a qualitative
analysis has been carried out by the data collected in the questionnaire.
Secondly, a statistical analysis in questionnaire number 3 has been carried out
as well.
In the qualitative study, the method of content analysis has been used to study
the documents. This method allows us to interpret the information provided by
students through a textual recording using open-ended questions without any
limitation on the length of the answers provided, which are then transcribed,
analyzed and graphed.
6.- PROCEDURE
The first three surveys were conducted before the visits. Only the last survey
was conducted after the visit that took place in March 2015 in order to analyze
the effects of the exchange.
7.- RESULTS
QUESTIONAIRE 1: STUDENTS’ INTERESTS AND MOTIVATIONS.
After formulating a series of personal questions related to their mother tongue,
we asked them to assess their English level. The majority of students consider
that has an average level, although they seem to have an interest in improving
these competences.
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Even though English is not their mother tongue our students feel strongly
motivated to learn it, because they know it will put them in touch with more
people than any other language.
Next we asked them how can they improve their linguistic competences in
English, and the vast majority of them considers that in order to improve it, it is
fundamental to find new ways and tools to get in touch with native English
speakers.
“For me, English means the opportunity to communicate with different people
all over the world”
In addition, more than half of the group has never travelled abroad. However,
they know the importance of speaking English in order to communicate with
people from different countries and cultures. In fact, some of them are still in
contact with foreign friends with who they communicate in their L1. In
conclusion we can say that they are not confident enough with their linguistic
competence in English.
Moreover one of the questions asked them to define the multicultural term. In
general all of them considered it as an added value as it enables them to know
new people and cultures. Furthermore they are all very respectful with the
cultural diversity because at their school they have a great example of it.
Finally they believe that being part of a European project that implies a
students’ exchange, offers them an opportunity to practice English in a real
context.
QUESTIONNAIRE 2: EFFECTS OF THE ENGLISH LANGUAGE IN YOUR
DAILY LIFE.
In their answers, the students show that they are fully aware that the English
language is very present In different aspects of their lives.
ICTs (especially Internet, Facebook, videogames…). We live in the
information age so English is the universal language in the net.
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Some words that they use in their daily lives and which Young people
consider fashionable such as hello, OK, oh my God.
At school, as there are students from many different nationalities and
they need to speak in English in order to communicate with them.
However, when we asked them if they watch movies in original version, the
majority replied negatively. In Spain, unlike other countries in Europe, it is not
common to show movies in original version. Therefore, they only watch movies
without dubbing in English class.
To the question related to the importance of English nowadays and in the
future, most of them believe that we live in a global world in which English is the
language of communication par excellence. Therefore, speaking English will
enable you to contact people from all over the world and to travel more easily.
In addition, it can be very useful in order to get a better job.
The students insist on the necessity of applying measures which enable a
bigger exposure to the language, as showing films without dubbing, the
interchange between schools in order to acquire communicative skills and the
greatest linguistic immersion.
QUESTIONAIRE 3: ATTITUDES ABOUT LEARNING ENGLISH
TOPIC A: REASONS FOR WHICH STUDENTS WANT TO LEARN ENGLISH
Surprisingly the results obtained during the research about this topic in both
schools coincide mostly in the following conclusions:
Around 60% of the interviewee’s state that learning English will be very useful
for their professional future, taking into account that nowadays in many jobs a
high level of English is required.
The second reason which engages them in the English-learning process is the
achievement of better academic results.
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Finally, they believe that it is an important tool for the communication with
people from other countries.
0
5
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QUESTIONS
NUMBER
STUDENTS
SPAIN
A) I'M LEARNING ENGLISH BECAUSE ...
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
QUESTIONS
NUMBER
STUDENTS
TURKEY
A) I'M LEARNING ENGLISH BECAUSE ...
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
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In view of the results obtained we understand that students have an extrinsic
motivation, which is the need to pass an academic course to obtain a certificate.
Moreover, they also have intrinsic motivation, as they have a personal interest
to discover different cultures.
To sum up, besides the perception of the students about the necessity of
learning English in order to have a better future, we think that organizing school
trips and courses to learn foreign languages can also be a way of stimulating
students’ motivation towards that learning process.
TOPIC B: HOW DO YOU FEEL ABOUT ENGLISH LESSONS?
The analysis of the present study shows that most part of the students are more
motivated when learning English if games or other fun activities are involved.
The Spanish students that participated in the European project which offers the
chance of working with a native English teacher for an academic year also
consider very positive this fact in order to improve their linguistic competence.
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5
10
15
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25
30
35
40
45
50
55
60
65
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QUESTIONS
NUMBER
STUDENTS
SPAIN
B)NOW PLEASE LET ME KNOW HOW YOU FEEL ABOUT ENGLISH
LESSONS
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
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As a consequence of the teaching of foreign languages, students need not only
knowledge of grammar and vocabulary but to be more motivated when they are
able to use the language in a social way.
The diagnostic carried out through this investigation confirmed the necessity of
designing a system of playful teaching tasks to be included in classes and other
extracurricular educational activities.
In conclusion, we refer to meaningful learning. If the student is not motivated,
does not find it useful, or does not enjoy the tasks, the consequences can be
observed in his lack of motivation towards the English subject or languages in
general.
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5
10
15
20
25
30
35
40
45
50
55
60
65
70
QUESTIONS
NUMBER
STUDENTS
TURKEY
B)NOW PLEASE LET ME KNOW HOW YOU FEEL ABOUT ENGLISH
LESSONS
Strongly disagree
Disagree
Neither agree nor disagree
Agree
Strongly agree
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TOPIC C: OVERVIEW OF FOREIGN LANGUAGE IN MY COUNTRY.
The conclusions related to the questions seen in this section show that students
value more the communicative competence.
Consequently, for most of them, a successful learning is determined by the
ability to be understood and understand native English speakers.
Therefore they understand that English can be learned best through listening
and speaking activities.
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5
10
15
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30
35
40
45
50
55
60
65
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QUESTIONS
NUMBER
STUDENTS
SPAIN
C) OVERVIEW OF FOREING LANGUAGE IN MY COUNTRY
Strongly
disagree
Disagree
Neither agree
nor disagree
Agree
Strongly agree
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TOPIC D: ABOUT EUROPEAN DIMENSION
All the students who took part in the questionnaire are looking forward to
participating in European projects.
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
1. European projects
between schools are useful
for knowing the diverse
realities of Europe.
2. European projects
between schools should be
promoted in order to build a
European citizenship among
young people.
3. I look forward to participe
in a European project
between schools.
QUESTIONS
NUMBER
STUDENTS
SPAIN
D) ABOUT THE EUROPEAN DIMENSION
Strongly disagree
Disagree
Neither agree nor
disagree
Agree
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
QUESTIONS
NUMBER
STUDENTS
TURKEY
C) OVERVIEW OF FOREING LANGUAGE IN MY COUNTRY
Strongly
disagree
Disagree
Neither agree
nor disagree
Agree
Strongly agree
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QUESTIONNAIRE 4: FINAL EVALUATION OF THE PROJECT
100% of the students describe the experience of the Comenius project as very
positive and rewarding.
The students’ favourite activities are those related to the mobility’s, such as
visiting cultural places, sharing experiences with their partners etc.
After this final survey, the students expressed their surprise when they realized
that their abilities to communicate in English have improved. Furthermore, they
show more enthusiasm to continue learning and establish relationships with
other Anglophone speakers.
In conclusion, the students can put into practice all the theoretical knowledge
previously acquired at school, what increases their motivation to participate
again in a linguistic and cultural exchange.
0
5
10
15
20
25
30
35
40
45
50
55
60
65
70
1. European projects
between schools are useful
for knowing the diverse
realities of Europe.
2. European projects
between schools should be
promoted in order to build a
European citizenship among
young people.
3. I look forward to participe
in a European project
between schools.
QUESTIONS
NUMBER
STUDENTS
TURKEY
ABOUT THE EUROPEAN DIMENSION
Strongly disagree
Disagree
Neither agree nor
disagree
Agree
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7.- CONCLUSIONS
The Comenius Project has been an enriching experience for all the participants.
The students were exposed to new cultural experiences and new ICTs. They
developed their teamwork skills, and they also expressed a strong desire to
maintain their international links in the future.
Speak English may well be the best thing you can do to improve your life for
different reasons:
You can get easy access to knowledge. Today’s media- such as Internet,
television, and the press- give you almost unlimited access to knowledge
on any subject.Most of this knowledge is in English. For example, most
pages on the web, magazines and newspapers, science articles,
television networks.
You can communicate with people from all over the world and travel
more easily communicate in English means that you can talk about your
ideas and opinions, ask for information, have a conversation and
otherwise learn about people life and culture.
You can push your career forward. Currently get a good job in the field of
technology, science or business requires a good level of English.
You can enjoy art in the original version through films, books and music.
A real linguistic immersion through exchange programmes allows a perfect
occasion for our pupils to improve their English level through the contact with
foreign students.
During the stay in the foreign country, the students turned to be a new member
of the host family, as one of the main objectives of this programme was to
achieve their full social and cultural integration in the country. At the same time,
the families enjoy this intercultural relationship which enables them to know and
learn new aspects about the culture and life style of other countries.
Through the use of ICTs, students and teachers get opened to world of
possibilities and opportunities for real communication.
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The study concludes that the Comenius Project is considered a highly relevant
instrument that, overall, has a very positive impact on the students, teachers
and schools involved.
ATTATCHMENTS:
Questionnaire 1
Questionnaire 2
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Questionnaire 3
Questionnaire 4
