Rights statement: The final, definitive version of this article has been published in the Journal, Journal of Multilingual and Multicultural Development, 35 (2), 2014, © Informa Plc
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Research output: Contribution to Journal/Magazine › Journal article › peer-review
Research output: Contribution to Journal/Magazine › Journal article › peer-review
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TY - JOUR
T1 - A mixed method study of language learning motivation and inter-cultural contact of international students
AU - Kormos, Judit
AU - Csizér, Kata
AU - Iwaniec, Janina
N1 - The final, definitive version of this article has been published in the Journal, Journal of Multilingual and Multicultural Development, 35 (2), 2014, © Informa Plc
PY - 2014
Y1 - 2014
N2 - The mixed-method study presented in this paper investigates the changes in direct and indirect inter-cultural contact and language learning attitudes and effort of international students in the United Kingdom. 70 international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional ten students and two of their English language tutors were interviewed at the end of their study period. We analyzed variations in language learning motivation as well as in the frequency and type of contact the learners experienced at three distinct points of time during the international study programme. The results indicate that whereas written and media contact increased in frequency during the academic year, the participants engaged in less frequent spoken contact at the end of the period investigated. The qualitative and quantitative data show that contact experiences, socio-environmental factors and learner internal variables have a dynamic impact on each other and they together can play an important role in the language learning experiences of international students.
AB - The mixed-method study presented in this paper investigates the changes in direct and indirect inter-cultural contact and language learning attitudes and effort of international students in the United Kingdom. 70 international learners of English were asked to fill in a questionnaire three times during one academic year in an international foundation program. An additional ten students and two of their English language tutors were interviewed at the end of their study period. We analyzed variations in language learning motivation as well as in the frequency and type of contact the learners experienced at three distinct points of time during the international study programme. The results indicate that whereas written and media contact increased in frequency during the academic year, the participants engaged in less frequent spoken contact at the end of the period investigated. The qualitative and quantitative data show that contact experiences, socio-environmental factors and learner internal variables have a dynamic impact on each other and they together can play an important role in the language learning experiences of international students.
KW - motivation
U2 - 10.1080/01434632.2013.847940
DO - 10.1080/01434632.2013.847940
M3 - Journal article
VL - 35
SP - 151
EP - 166
JO - Journal of Multilingual and Multicultural Development
JF - Journal of Multilingual and Multicultural Development
SN - 0143-4632
IS - 2
ER -