The present study was a qualitative research of attitudes and motivation that the new Taiwanese children have toward English learning. The data collection procedure of this study was as follows:
Step One: The participants were found and selected in a junior high school of the northern part of Taiwan. Since the new Taiwanese children attending the English class as the compulsory education were not easy to get the contact with, the researcher firstly asked for help from her alma mater. After a clear explanation of the purpose of the research, the Dean of Students admitted to help the researcher immediately. Consent letters, which made by the researcher were sent to all the parents of the new Taiwanese children who studied in the seventh and eighth grade. Eighteen consent letters were signed and returned to their homeroom teacher to approve the research to be hold in their class. Then seven English teachers approved to participate in the study and signed a consent letter. After the data of the background of those new Taiwanese children who approved to participate was examined, some participants were excluded due to their same nationality or the biological mother was not a real new resident. Due to the criteria of sampling, five participants were selected at the end.
Step Two: Two questionnaires were made. One was applied to collect the background information of the participants before the research was conducted in the class.
The participants were asked to fill the questionnaire containing the questions about their name, age, gender, the time they had learned English language, and whether they were attending the cram school or not at that time. They were also asked to provide information of their parents’ age, nationality, educational
57
background, and the vocation. Another questionnaire was applied to collect personal background information from the new residents, the mothers of the participants. The questions were their Mandarin and English proficiency level, family economic status, their children’s English learning situation, their thoughts, expectation and assistance on the English learning of their children.
Step Three: The class observations were hold biweekly in English class that the participants attended. Each observation lasted for one instruction period, which was 45 minutes. The classroom observations lasted for one semester which was 4 months long. Every participant was observed eight times during the semester.
A video recorder was set in the front of the classroom to video-record the participants’ behavior in English class. Their behaviors were video-recorded and observed in the English class to discover their attitudes and motivation toward English language learning.
Step Four: The field notes were taken by the researcher during the classroom observation. Whenever the researcher observed in class, she took note to record the activities held in class, the teacher-student interaction, student-student interaction, participants’ reaction to the activities, and participants’ behavior in class.
Step Five: The semi-structured interviews and post-observation interviews were hold by the researcher. The researcher prepared a set of open-ended questions to interview the participants, their English teachers and a new resident. The semi-structured interviews were hold in an appointed time after the negotiation with their homeroom teacher. Every participant was interviewed individually to
58
collect data about their attitudes, motivation, thoughts and beliefs toward English language. In order to know the beliefs toward the English language learning of the new residents, all the participants’ mothers were requested to fill in a questionnaire. A new resident, who was the mother of David, was also interviewed. The English teachers of the participants were also interviewed to collect the data about the learning attitudes and situation that the participants had in English. The participants and their English teachers were also interviewed after the class observation. They were asked to clarify attitudes and academic performance that the participants had toward English language learning.
Step Six: The researcher made the reflective journals to record her reflection after each class observation and interview. Furthermore, the plans of the following stages of data collection were also noted in the journals. Some doubts were also noted in that journal for further clarification from the participants and their English teacher.
The aforementioned steps of the present study were applied to gain a holistic view of attitudes and motivation that the new Taiwanese children had. Through the use of diverse data collection methods, the findings could be analyzed in a multifaceted way to ensure and strengthen the validity and reliability of the present study (See Figure 13).
59
Figure 13. The procedure of data collection
3.4 Data Analysis
Miles and Huberman (1994) defined a flow model which contained data reduction, data display, and conclusion drawing and verification (p.10-11) as “three concurrent flows of activities” in the qualitative data analysis. These three synchronal activities were explained as follows:
Data reduction is the “process of selecting, focusing, simplifying, abstracting,
and transforming” the data (Miles & Huberman, 1994, p.10). The collected data were sharpened, sorted, and discarded into a clear and organized data to answer the research questions. Through a way of such, the collected data was selected, abstracted,60
and simplified to make the researcher draw the conclusion and the readers understand easily.
Data display is a way of showing the reduced data in an organized and understandable way in order to draw a conclusion from it. Charts, tables, and figures could facilitate the researcher to analyze and conclude. Miles and Huberman (1994) also claimed that a good display of the reduced data is the “major avenue to valid qualitative analysis” (p.11). With a well organized data display, the analysis of data could be made validly and successfully.
Conclusion drawing and verification is the last analytical activity in the flow
model suggested by the Miles and Humberman (1994). With an organized data display, the researcher drew, verified and maintained the preliminary conclusions of the regularities and the patterns of the collected data with openness before the researcher made the final conclusions (Miles & Humberman, 1994).Based on the flow model suggested, a chart about the personal information of the five new Taiwanese children was made. Then it was analyzed and compared to find out their similarities and differences. The behaviors of the five participants in the class were video-recorded and analyzed simultaneously. Meanwhile, a note was also taken by the researcher. Each observation was observed and analyzed several times to find general patterns of their behaviors. The researcher wrote down what she observed, and reflected on a journal to analyze. The recorded interviews of the participants, English teachers, and a new resident were listened repeatedly to obtain a holistic view of the study. Important findings were also written down simultaneously. The reflection was made based on the findings. The documentary analyses were made after each periodic collection of the primary sources of the participants. The general pattern and tendency about their English learning attitudes and motivation were made after the analyses of the collected data. All the data were analyzed repeatedly during the
61
process of the data collection. All the collected data, including the questionnaires, class observations, interviews, documentary collection, and reflective journals were reduced, and displayed. The conclusions were verified by the researcher to find patterns and variables of attitudes and motivation that the new Taiwanese children have toward English learning (See Figure 14).
Figure 14. The procedure of data analysis (Miles and Huberman, 1994)
62
CHAPTER FOUR FINDINGS
The present study is aimed at investigating attitudes and motivation that the new Taiwanese children have toward their English learning. In this chapter, the findings of the present study are discussed and analyzed into cases separately, followed by the comparison of all the participants. In each case, the findings are presented in the sequence of the participants, the new residents, and their English teachers. The findings are mainly derived from (1) the questionnaires of participants and the new residents, (2) the observation of their English class, (3) interviews of participants, English teachers, and a new residents, (4) the documentary data, and (5) researcher’s reflective journal. With the considerable quantities of collected data, attitudes and motivation that the participants had toward English learning could be discovered validly.
4.1 Findings of the Five New Taiwanese Children’s Cases
This section is intended to report the findings of the attitudes and motivation that each participant had toward English learning. It begins with David’s case, followed by Janice, Jacky, Richard, and Michael. In each case, the collected data are presented in the sequence of the student interview, classroom observation, new resident’s questionnaire, English teacher’s interviews, documentary collection, and overall description.
4.1.1 Case One -David, the son of the New Resident from China
The first case to be presented is David. The findings of his attitudes and motivation toward English learning are presented as follows.
63
Findings from Student Interviews and Post-Observation Interviews
Attitudes and Motivation toward English Learning
David, the son of the new resident from China, reported that he had interests in learning English language. When David was in the kindergarten, his father was eager to teach him English. When David studied in the second grade of elementary school, he started to learn it as one of the school subjects. David reported that he enjoyed listening to English songs and English radio program when he had free time. He considered that learning English was very important since he could benefit from it in the future. As he emphasized:
“Good English ability is the prerequisite of many good jobs. It is because many companies send their employees abroad to make business. For instance, the high technological industries always have such prerequisite. Therefore, I think English is very important”. (SID, 20100426)
David was self-demanding on his English tests. His expectation on his academic performance of English subject was high. He reported that he would only be satisfied with grades above 90 on English tests. If he got lower than 90 points, he would try to find out where problems were and solved them. His grades were always higher than 90.
David was active in learning English language. He studied English every day after he went home. He usually studied for fun rather than for the English tests. As he reported, he normally did his assignments one day before the due day. He always previewed and reviewed his English textbook before and after English class. When he got his assignments or tests back from his English teacher, he always corrected errors and found out reasons. Moreover, when he encountered some problems on English
64
subject, he would check his dictionary or ask his English teacher for clarification. If he encountered problems at home, he would ask his parents if they knew the answer.
If his parents did not, he would search for it on the Internet.
Generally, I would ask my English teacher to help me and explain it to me when I am at school. When I am at home, I would try to look up the words with dictionary. Sometimes, I would also ask my parents for help. Mostly I ask my mom. If I still can not find the solution, then I will try to find it from the Internet.
(SID, 20100426)
David considered that it was important to understand what his English teacher taught. However, he did not discuss questions with his classmates at school. As he reported, it was because most of the classmates who sat near him did not like to study or pay attention to the English teacher. Although he did not discuss with these classmates, he always knew the grammar rules when he was doing exercises.
I never discuss with my classmates, because the classmates who sit nearby do not pay attention to the English teacher. (SID, 20100426)
Mostly, David was confident of his English performance. As he stated, he always felt confident when his English teacher asked him to answer questions in front of other classmates. He was not afraid to speak English in public. Moreover, he did not feel ashamed or embarrassed if he made mistakes or was `corrected by his English teacher in class. Likewise, He felt comfortable if his English teacher asked him to write sentences or paragraph in English. He performed those activities steadily.
However, David felt nervous if he got a chance to speak with foreigners. He was also not confident to take the elementary level test of the GEPT5. Although his father encouraged him to take it, he still felt unprepared to take the test this year.
5 General English Proficiency Test
65
David could concentrate on his English learning when he was doing his English assignments and studied; however, sometimes he was distracted during the English class. As he reported, he could always concentrate easily on his assignments and the content of the English textbook. However, he sometimes was distracted by his classmates who talked to him or played with him during the English class. Sometimes, he was doing his own stuff rather than paying attention to his English teacher.
David reported that schools were the places where he learned English. He never attended the cram school when he was at elementary school or junior high school. He was taught by his parents and his English teachers. Although he never attended the cram school, his English academic performance was excellent.
The Integrativeness toward English Learning
In David’s viewpoint, English was a very important language since it was a language for people to communicate with foreigners. He would like to speak English fluently in order to make friend with foreigners.
David had his personal perspectives toward English language and foreigners since they were seldom mentioned in the content of the English textbook. David stated that some intonations of English were strange. In his impression, foreigners were normally friendly and open-minded. As he stated, he dreamed to live in the United States of America (U.S.A.) since his childhood. He hoped to live abroad if he had a chance to do so.
David participated in some activities which could enhance his English ability outside the school. Since he was a Christian, he went to a church where many foreign missionaries assembled. Most of them were from the U.S.A. They sometimes held a Winter Camp for children during the winter vacation. All the participants were requested to speak only English in the Winter Camp. As David reported, it was an
66
interesting experience for him.
Languages and dialects that David could speak were Mandarin, English, Taiwanese, Fujian dialect and Southwestern Mandarin. As he reported, his father was from Ma Tzu; therefore, his father sometimes spoke Fujian dialect when communicating with his uncles and the family. His mother spoke Southwestern Mandarin when she communicated with her mother and sisters. David could speak a little bit of the aforementioned languages and dialects although his parents normally communicated with each other in Mandarin. David’s friends sometimes spoke Taiwanese to him; therefore, he understood a little. David stated that when he was a child, he sometimes lived in Taiwan and sometimes in China. Until David was four years old, his father decided to stay in Taiwan. Since then he seldom had a chance to visit his grandparents in China. Although David could speak many languages and dialects, he considered that English and Mandarin languages were the most important and essential languages in his future life.
Parents’ Involvement and Perspectives toward English Learning
David’s excellent English performance could attribute to the efforts made by his English teacher, himself, and particularly his parents. He considered that attitudes and perspectives that his parents had toward English learning were influential to his learning. His parents considered English was important and always helped him with his English learning. Whenever David encountered problems on his English learning, he could ask his parents if they were available or knew the answer. Moreover, his father always set him goals to work on. As David stated, he never though about taking the GEPT before his father suggested him to do so. The goal of passing it was a best example.
Generally David’s parents helped him in different ways to enhance his English.
67
His father sometimes collected English handouts, rented English movies, or searched the English articles from the Internet for him. His father sometimes bought English books for him to read. Moreover, his mother ordered the English magazine to enhance his English.
My parents always urge me to study more. They also give me some assistance on my English learning. My parents give me a chance to ask if I have questions.
Sometimes, my dad finds the materials for me to study. For example, he searches the materials on the Internet and makes it into a handout for me to study. He also finds some movies for me to watch. My mom ordered the English magazines for me, like Studio Classroom. Now she does not, because there are many free resources on the Internet. (SID, 20100426)
David’s parents cared about his English learning. They were interested in knowing what he had learned from the school. They also cared about the teaching progress of class. They sometimes asked David whether he encountered difficulties on English learning. They often participated actively in David’s English learning.
Findings from Class Observation
David was a concentrated student who had a higher English proficiency than his classmates. During the class observation, he mostly concentrated on the content of the English textbook. He read his English textbook and seldom raised his head to look at the English teacher or the blackboard. When his English teacher was reprimanding his classmates, he was always reading his English textbook rather than listen to it. He seldom wrote down the notes that the English teacher wrote on the blackboard although the whole class was asked to do so. When his English teacher was explaining the grammar, he read his textbook silently and listened. When the English teacher asked the whole class to repeat the content of the English textbook or the
68
vocabulary, he always followed her instruction.
David was effective on doing his tasks. When he was checking answers of English tests, he could concentrate on correcting errors and listen to his English teacher. During the correction of tests, he checked answers rapidly. He often finished the correction while other classmates were still checking it. After the correction of tests, he sometimes asked his teacher for clarification. When the whole class was doing listening exercises, he did not write his answers immediately. He kept those answers in mind and wrote it rapidly after the whole section finished.
David sometimes was distracted during the class period. Sometimes, he talked to classmates who sat near him before the English teacher started to teach the lesson.
Since he had already known some parts of the content, he sometimes felt bored and played his pen or picked his ears in class. Sometimes, classmates who sat near him liked to initiate conversation in class. Instead of having a long talk, David always gave them a short response. However, they chatted frequently in class.
Findings from the New Resident’s Questionnaire and Interview
David’s mother, the new resident from China, had excellent Mandarin proficiency level; however, her English proficiency, in her viewpoint, was poor (See Table 24). Since she shared the same first language with Taiwanese, she did not attend
David’s mother, the new resident from China, had excellent Mandarin proficiency level; however, her English proficiency, in her viewpoint, was poor (See Table 24). Since she shared the same first language with Taiwanese, she did not attend