Results of the research

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- Students’ perceptions about a linguistic and cultural exchange project-

COMENIUS PROJECT Different languages and different cultures. Working for a plural and shared European future.

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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.

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QUESTIONS

NUMBERSTUDENTS

SPAIN A) I'M LEARNING ENGLISH BECAUSE ...

Strongly disagree

Disagree

Neither agree nor disagree

Agree

Strongly agree

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QUESTIONS

NUMBER STUDENTS

TURKEY A) I'M LEARNING ENGLISH BECAUSE ...

Strongly disagree

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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QUESTIONS

NUMBER STUDENTS

SPAINB)NOW PLEASE LET ME KNOW HOW YOU FEEL ABOUT ENGLISH

LESSONS

Strongly disagree

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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QUESTIONS

NUMBER STUDENTS

TURKEYB)NOW PLEASE LET ME KNOW HOW YOU FEEL ABOUT ENGLISH

LESSONS

Strongly disagree

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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QUESTIONS

NUMBER STUDENTS

SPAINC) OVERVIEW OF FOREING LANGUAGE IN MY COUNTRY

StronglydisagreeDisagree

Neither agreenor disagreeAgree

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.

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1. European projectsbetween schools are useful

for knowing the diverserealities of Europe.

2. European projectsbetween schools should be

promoted in order to build aEuropean citizenship among

young people.

3. I look forward to participein a European project

between schools.

QUESTIONS

NUMBER STUDENTS

SPAIND) ABOUT THE EUROPEAN DIMENSION

Strongly disagree

Disagree

Neither agree nordisagreeAgree

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QUESTIONS

NUMBER STUDENTS

TURKEYC) OVERVIEW OF FOREING LANGUAGE IN MY COUNTRY

StronglydisagreeDisagree

Neither agreenor disagreeAgree

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.

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1. European projectsbetween schools are useful

for knowing the diverserealities of Europe.

2. European projectsbetween schools should be

promoted in order to build aEuropean citizenship among

young people.

3. I look forward to participein a European project

between schools.

QUESTIONS

NUMBER STUDENTS

TURKEYABOUT THE EUROPEAN DIMENSION

Strongly disagree

Disagree

Neither agree nordisagreeAgree


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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


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Results of the research

Documents

Transcript of Results of the research