Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors
Identifikátory výsledku
Kód výsledku v IS VaVaI
<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216208%3A11410%2F24%3A10472629" target="_blank" >RIV/00216208:11410/24:10472629 - isvavai.cz</a>
Výsledek na webu
<a href="https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CKC-U0UmT9" target="_blank" >https://verso.is.cuni.cz/pub/verso.fpl?fname=obd_publikace_handle&handle=CKC-U0UmT9</a>
DOI - Digital Object Identifier
<a href="http://dx.doi.org/10.1016/j.ijer.2023.102302" target="_blank" >10.1016/j.ijer.2023.102302</a>
Alternativní jazyky
Jazyk výsledku
angličtina
Název v původním jazyce
Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors
Popis výsledku v původním jazyce
The relationship between socioeconomic status (SES) and students' English as a foreign language (EFL) learning motivation is an under-researched topic. However, with growing concerns about how SES affects students' academic behaviors and educational outcomes, an investigation of this topic is needed. Applying the L2 motivational self-system theory, we explore, on a sample of 664 Czech lower secondary students, the effect of SES on students' EFL learning motivation and examine whether this effect can be explained by students' attendance at elite schools and their families' use of English while traveling abroad. Structural equation modeling was used to analyze the data. The findings suggest that SES plays an important role in both students' L2 learning experience and ideal L2 self. We found that children of parents with higher SES levels are more likely to attend elite schools and experience trips abroad with their family where English is used to communicate, which can largely explain the effect of SES on students' L2 learning experience and L2 ideal self. Future research into the factors that contribute to language learning motivation among students from different SES levels could further shed light on how the motivation gap can be closed.
Název v anglickém jazyce
Foreign language learning motivation and the socioeconomic status of Czech lower secondary students: An analysis of mediating factors
Popis výsledku anglicky
The relationship between socioeconomic status (SES) and students' English as a foreign language (EFL) learning motivation is an under-researched topic. However, with growing concerns about how SES affects students' academic behaviors and educational outcomes, an investigation of this topic is needed. Applying the L2 motivational self-system theory, we explore, on a sample of 664 Czech lower secondary students, the effect of SES on students' EFL learning motivation and examine whether this effect can be explained by students' attendance at elite schools and their families' use of English while traveling abroad. Structural equation modeling was used to analyze the data. The findings suggest that SES plays an important role in both students' L2 learning experience and ideal L2 self. We found that children of parents with higher SES levels are more likely to attend elite schools and experience trips abroad with their family where English is used to communicate, which can largely explain the effect of SES on students' L2 learning experience and L2 ideal self. Future research into the factors that contribute to language learning motivation among students from different SES levels could further shed light on how the motivation gap can be closed.
Klasifikace
Druh
J<sub>imp</sub> - Článek v periodiku v databázi Web of Science
CEP obor
—
OECD FORD obor
50301 - Education, general; including training, pedagogy, didactics [and education systems]
Návaznosti výsledku
Projekt
<a href="/cs/project/GA20-05484S" target="_blank" >GA20-05484S: Analýza determinantů sebehodnocení znalostí anglického jazyka a motivace k učení se anglickému jazyku u českých žáků nižšího sekundárního stupně</a><br>
Návaznosti
P - Projekt vyzkumu a vyvoje financovany z verejnych zdroju (s odkazem do CEP)
Ostatní
Rok uplatnění
2024
Kód důvěrnosti údajů
S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů
Údaje specifické pro druh výsledku
Název periodika
International Journal of Educational Research
ISSN
0883-0355
e-ISSN
1873-538X
Svazek periodika
124
Číslo periodika v rámci svazku
January
Stát vydavatele periodika
GB - Spojené království Velké Británie a Severního Irska
Počet stran výsledku
13
Strana od-do
102302
Kód UT WoS článku
001149941700001
EID výsledku v databázi Scopus
2-s2.0-85181068419