English Preference Tendencies and English Learning Anxiety in Primary School Children
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This paper aims to identify diverse learner variables influencing affective factors in primary school children’s English learning, in an attempt to find out ways to form positive attitudes toward English learning for young learners. For this purpose, (1) the correlation between English Preference Tendencies (EPT) and English Learning Anxiety (ELA) in Korean primary school children was examined, (2) the individual learner factors such as learners’ grades, gender, starting age of learning English, learning experiences outside the regular school curriculum, interaction with family members, and experience abroad were examined to investigate whether they are influential in forming affective attitudes of primary school children. From the survey questionnaires developed for this research, it was revealed that (1) EPT in primary school children significantly correlated with ELA, indicating that the higher students’ EPTs are, the lower their ELAs are, and (2) four key learner factors investigated among seven factors, learners’ grades, starting age of learning English, individual learning experiences outside regular school classrooms, and interaction with family members significantly influenced the overall EPTs in children. Implications for how to create and sustain primary school children’s EPTs are discussed.
Abstract
This paper aims to identify diverse learner variables influencing affective factors in primary school children’s English learning, in an attempt to find out ways to form positive attitudes toward English learning for young learners. For this purpose, (1) the correlation between English Preference Tendencies (EPT) and English Learning Anxiety (ELA) in Korean primary school children was examined, (2) the individual learner factors such as learners’ grades, gender, starting age of learning English, learning experiences outside the regular school curriculum, interaction with family members, and experience abroad were examined to investigate whether they are influential in forming affective attitudes of primary school children. From the survey questionnaires developed for this research, it was revealed that (1) EPT in primary school children significantly correlated with ELA, indicating that the higher students’ EPTs are, the lower their ELAs are, and (2) four key learner factors investigated among seven factors, learners’ grades, starting age of learning English, individual learning experiences outside regular school classrooms, and interaction with family members significantly influenced the overall EPTs in children. Implications for how to create and sustain primary school children’s EPTs are discussed.
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