Then how will they get

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Then how will they get the much-wanted paper?
A multifaceted study of English as a foreign
language in Greece

• Jo Angouri
• Marina Mattheoudakis
• Maria Zigrika

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Beliefs, attitudes motivation

• Learners bring to the language-learning task a
  complex set of attitudes and beliefs, as well as
  experiences, expectations, and learning
  strategies.
• (Nyikos and Oxford, 1993)
• Attitudes, motivation, and orientations are
  positively related to achievement in a foreign
  language.
• (Masgoret and Gardner, 2003)

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Beliefs

• Beliefs have an important impact on learners
  behaviour.
• What we believe we are doing, what we pay
  attention to, what we think is important, how we
  choose to behave form the basis for our personal
  decisions as to how to proceed.
• 
  (McDonough, 1995)

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Theoretical views

• Cognitive psychology
• beliefs about learning are viewed as a part of
  self-knowledge (Flavell, 1987).
• Sociocultural theories
• beliefs provide the basis on which new
  experiences and information are interpreted
  (Alexander et al., 1991).
• Social psychology
• beliefs are understandings which arise from an
  individuals educational experiences and which
  are the basis for value judgments (Dole and
  Sinatra, 1994).

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Theories agree that

• beliefs are both outcomes of formal and informal
  learning experiences and determinants of
  subsequent learning.
• (Sakue and Gaies, 1999)

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Beliefs in language learning

• Our choices concerning foreign language learning
  and use are affected by our beliefs regarding the
  foreign language(s) in question and our
  work-related needs
• (Angouri, 2007 Eurobarometer 54 Tsopanoglou,
  1995 )

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Language learner beliefs

• Learner beliefs may concern
• the nature of language
• the role of the teacher
• the language-learning task
• likely outcomes
• their personal language learning strengths and
  limitations.
• (Sakue and Gaies, 1999)

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Learner attitudes

• Attitudes toward the learning situation refer to
  the individuals reaction to anything associated
  with the immediate context in which the language
  is taught.

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Motivation

• Research into motivation has highlighted the role
  of the social context in learning activities
  (contextualization of L2 motivation)
• The classroom environment and various aspects of
  the learning context have a strong motivational
  influence on learners.
• 
  (Dornyei, 2003)

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Integrative vs. instrumental?

• Difficult to distinguish as separate concepts.
• Learners aspirations to meet with native
  speakers, to use computers, to pursue a career,
  etc. are associated with each other but also with
  English as part of the globalization processes.
• 
  (Lamb, 2004)

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or an international posture?

• International posture interest in foreign
  affairs, willingness to study, work or travel
  overseas, a non-ethnocentric attitude toward
  different cultures.
• 
  (Yashima, 2002)

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Aims

• This study aims to explore
• Greek learners and parents beliefs regarding
  the status of English and its importance for
  professional development
• participants beliefs and attitudes towards the
  quality of foreign language education in Greece
  as this is provided by state schools and foreign
  language institutions (frontistiria)

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The Greek context

• Greece is highly literate in foreign languages
• early start of EFL classes
• two foreign languages at primary and secondary
  education
• 10-year compulsory foreign language education
• attendance of foreign language classes both at
  state schools and in private language schools
  (frontistiria)
• (Mattheoudakis
  Nicolaidis, 2005)

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Limited research

• However, there is relatively limited research
  regarding Greek learners beliefs and attitudes
  towards the quality and efficiency of foreign
  language provision to meet their foreign language
  needs.

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The present research
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Methodology

• Ethnographic techniques were used and the main
  instruments for the collection of information
  were
• semi-structured interviews and
• questionnaires.

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Questionnaire

• 28 closed questions
• 5 point Likert Scale (Strongly disagree-Strongly
  agree)
• Mid-point response included in order to avoid
  directional answers
• Control questions included to avoid response
  acquiescence (yea-saying tendency)

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Sampling
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Lykeio

• a) 14 Interviews were conducted -from Lykeia in
  Leros and Serres-
• b) Questionnaires -69 students from Lykeia in
  Leros and Arta-
• Students between 16-18 years of age, with
  previous knowledge of English. The majority are
  holders of the FCE and some of the CPE
  certificates.

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IEK

• a) 8 Interviews were conducted -from Lykeia in
  Leros and Serres-
• b) 29 Questionnaires -from Arta and Corfu- .
• Students between 20-28 years of age, with
  previous knowledge of English. Either holders of
  the FCE or at FCE level.

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Results

• A) Learners and parents beliefs regarding the
  status of English and its importance for
  professional development

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I learn English because it is an international
language related to various aspects of our
contemporary life
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Knowledge of English is a necessary qualification
for any job
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Certified knowledge of English is necessary,
especially if I need to find a job
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My parents told me that a certificate in English
would be an important qualification for finding a
good job
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Students said

• Nowadays, we need a foreign language to
  communicate, to survive and this language is
  English. You need it to find a job, a good job. .
  . . Those who are more qualified, that is with
  many certificates, are those to be hired and an
  English language certificate is an important one.
  . .
• If you dont have a certificate in English you
  are considered a loser . . .

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Contd

• It is society that demands English to be learned
  at a very good level. . . We are stressed to
  learn and get language certificates so as to find
  a good job and in the end I dont know if its
  worth it. . .
• My parents told me to start English classes
  because they think it is necessary for me to find
  a good job in the future.

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• B) Learner beliefs regarding the quality of
  foreign language education as this is provided by
  state schools and foreign language institutes

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English is actually learned at state schools and
not at foreign language institutes
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English language classes at school are more
important for me than English language classes at
foreign language institutes
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Tuition fees could guarantee better quality of
services in state schools and therefore better
learning
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Students said

• . . . (English at school) is a course that
  doesnt offer you knowledge. Every year you have
  to repeat the same things. . . . Our teachers say
  to us Do you expect to learn English here
  (school class)? . . . you learn what you need at
  the frontistirion
• English at school is a repetition of things done
  at the frontistirion. They are not interesting at
  all. . . . Its fun time. . . .With school
  English no way to take a certificate, so many
  students, just two hours of teaching. . . .

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Contd

• We are raised believing that Whatever you pay
  for will be paid back. . . I think that
  reliable service is provided only if it is paid
  for. Nothing is given for free, money is involved
  in everything.

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Conclusions

• English is considered to be an international
  language and as such useful for vocational
  purposes -strong backwash effect of language
  certificates-
• Language provision in private language schools
  (frontistiria) is considered by the participants
  to be more reliable -compared to state
  institutions-
• Tuition fees are related with high-quality,
  highly regarded education.

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Implications

• Given the importance and need for high quality
  language education, our project sheds light on
  the needs and expectations of Greek language
  learners and will conclude with recommendations
  for improving current practices in state school
  language provision.

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Thank you