English Names and Adult EFL Learners: Integrative Motivation and Student Perceptions
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This study examines how English name use in an English as a foreign language class affectsadult learners. Pre-post motivational surveys were completed by 42 university students whoadopted English names and 31 university students who maintained their Korean names. Whitney Mann U tests were administered to determine any significance regarding integrativemotivational changes. The 42 university students who adopted English names also completed apost-questionnaire regarding the students’ perceptions of the experience. This data was analyzedaccording to descriptive statistics and response frequencies. The results indicated English nameuse had no significant effect on integrative motivation levels. The results also indicated Englishname use decreased the affective filter and was rarely perceived to be an abuse of power(linguistic or teacher-related). The results also indicated English name use often creates awelcomed screen, or barrier, for students who wish to maintain a comfortably distancedrelationship with the teacher that can be compromised by actual name use. Last, the resultsindicated English name use can provide a release from strict naming culture. This study's resultshelp to better inform English teachers of adult students of likely effects when consideringEnglish name policies.
Abstract
This study examines how English name use in an English as a foreign language class affectsadult learners. Pre-post motivational surveys were completed by 42 university students whoadopted English names and 31 university students who maintained their Korean names. Whitney Mann U tests were administered to determine any significance regarding integrativemotivational changes. The 42 university students who adopted English names also completed apost-questionnaire regarding the students’ perceptions of the experience. This data was analyzedaccording to descriptive statistics and response frequencies. The results indicated English nameuse had no significant effect on integrative motivation levels. The results also indicated Englishname use decreased the affective filter and was rarely perceived to be an abuse of power(linguistic or teacher-related). The results also indicated English name use often creates awelcomed screen, or barrier, for students who wish to maintain a comfortably distancedrelationship with the teacher that can be compromised by actual name use. Last, the resultsindicated English name use can provide a release from strict naming culture. This study's resultshelp to better inform English teachers of adult students of likely effects when consideringEnglish name policies.
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