This study aimed to investigate the effects of mothers’ perceptions about early childhood English education on preschoolers’ attitudes toward learning English. Totally 300 five-year-olds were interviewed, and their mothers participated in the surv...
This study aimed to investigate the effects of mothers’ perceptions about early childhood English education on preschoolers’ attitudes toward learning English. Totally 300 five-year-olds were interviewed, and their mothers participated in the survey. To compare two types of institution, 157 children were extracted from 12 kindergartens or daycare centers in Seoul, Gyeonggi, Incheon, Daejeon, Cheonan, Gyeongnam and Gangwon, and 143 children were extracted from English immersion education schools in Seoul, Gyeonggi and Daejeon.
The results of this study are as follows: First, mothers’ perceptions about early childhood English education were differentiated by the types of children’s institutions. Mothers of English immersion education institutions were more strongly interested in early childhood English education as a second language than those of general institutions. Also, mothers of English immersion education group showed more positive perceptions about the instructions by native speakers and teaching English using conventional resources.
Second, there was no difference in children's attitudes toward learning English between two groups. That is, children showed similar attitudes in 5 factors ('preference for English activities', 'intrinsic motivation', 'instrumental motivation', 'interests in foreign countries' and 'anxiety'), irrespective of the types of institutions. Only in the factor of ‘perceptions about care-givers’ encouragement and expectation,’ children of English immersion education group showed higher level.
Third, mothers' perceptions about early childhood English education did not affect children's attitudes toward learning English, when the children experienced English education at general institutions. On the other hand, mothers' perceptions affected preschoolers' 'perceptions about care-giver's encouragement and expectation', 'interest in foreign countries' and 'anxiety' in the immersion group. For the other 3 sub-factors ('preference for English activities', 'intrinsic motivation', and 'instrumental motivation', there were no predictable relationships.
The present study directly examined the preschoolers' attitudes toward learning English throughout many institutions of several regions. Also, this study clearly showed that there are differences in mothers’ perceptions about early childhood English education by the types of institutions, but not in children's attitudes. And it testified the effects of mothers’ perceptions on children's attitudes at the level of each sub-factors in detail. Especially, these results are more meaningful, in that they were drew with controlled income levels.
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