The learner: Do individual differences matter?

The learner: Do individual differences matter? Prof. Jelena Mihaljević Djigunović University of Zagreb, Croatia Dr. Lucilla Lopriore University Roma Tre, Italy European commission, Lifelong Learning programme

Plan of the presentation Introduction Research design Characteristics of YLs at the start Development of learner characteristics over three years YL characteristics & YL achievement Conclusion

Introduction COMMON BELIEFS ABOUT YOUNG FL LEARNERS Positive attitudes High motivation No language anxiety Learn through imitation No metalinguistic awareness Successful at FLL

Introduction Are all young learners the same? Individual differences do exist among YLs too!

Aims of the study Are there individual differences among YLs? How do YL characteristics develop over time? What is the relationship of YL characteristics & achievement? What can be done to engage YLs potentials to the full?

Sample Whole sample (N=1,459) Focal learners (N=308)

Research design & procedures Comparison of focal learners with whole sample representativeness Timeline: 2008 to 2010 changes in learner characteristics over time Analysis of children s reports in 2008 and in 2010 Achievement: Listening scores

Foci & instruments Research foci in the study Attitudes & motivation Instruments Smiley questionnaires Oral interviews Linguistic self-confidence Parents' questionnaire Classroom observation Teacher report Linguistic outcomes Listening tasks

Oral interview What do you like best in your FL classes? Why? Do you learn FL as fast as others in class, or faster, or slower? How do you know? Instruments

Parents questionnaire How does your child feel about FL learning, in your opinion? Please circle yes or no. Your child is keen to learn FL yes / no Your child takes pride in learning FL yes / no Your child finds learning FL hard yes / no Your child likes to talk in FL yes / no Your child feels worried and insecure about using FL yes / no Instruments

Listening tasks 5. Instruments

Procedure Administration of instruments each year YLs reaction to investigations

FINDINGS (2008)

Attitudes & motivation Findings 2008

How do you feel about learning the foreign language? (Smileys 2008) 3,92% 25,07% 71,01% Findings 2008

How do you feel about learning new words in the foreign language this year? (Smileys 2008) 6,40% 13,45% 80,15% Findings 2008

Is the foreign language easier or more difficult for you this year? (Smileys 2008) More difficult 17,57% Easier 49,25% Same 33,18% Findings 2008

Which is your favourite subject? (Interview 2008) all subjects 3,2% FL only 19,0% FL plus another 10,5% no FL mentioned 67,3% Findings 2008

What do you like best in your FL classes? (Interview 2008) Coursebook exercises Acting & 5% Role playing 6% Stories 3% Speaking 3% Singing 20% Other 14% Lexis 24% Games 25% Findings 2008

I dislike when we only colour, then my hand hurts. when we write because my hand hurts when I write for long. the game in which you have to pinch each others thumbs. Everyone pinches only their best friends and that isn t funny. some long songs. when T has to get angry because children talk. when other pupils do not pay attention. when everyone gets a turn two times, but I only get one turn. when I have to speak without practising first. when words are not known. doing things I already know. Findings 2008

What do you dislike in your FL classes? What do you dislike in your FL classes? (Interview 2008) nothing 5% 4% 16% 45% teacher actions everything other pupils' behaviour 6% 5% 8% 11% writing singing lexis other Findings 2008

In which of these classrooms would you learn FL best? Four classrooms: Traditional Group work Circle Different things Findings 2008

In which of these classrooms would you learn the foreign language best? (Interview 2008) circle 20,6% different 3,2% group work 19,6% traditional 56,6% Findings 2008

Learners self-perception

Do you think you learn FL as fast as other children in class, or faster, or slower? (Interview 2008) faster 29,0% I don't know 4,0% as fast as others 46,4% slower 20,6% Findings 2008

Learners support at home

Do your parents/brothers/sisters help you in the foreign language? (Interview 2008) Yes 66,3% No 33,7% Findings 2008

Learners exposure outside school

Have you ever met someone who doesn't speak your language? (Interview 2008) Yes 47,1% No 52,9% Findings 2008

Development of learner characteristics From 2008 to 2010

How would you expect these to change over time? Decide as a group and circle one of the symbols next to each picture: (will decrease) = (will remain the same) (will increase) Developments 2008-2010

always unhappy 13% How do you feel about learning the foreign language? (2008 2010) became unhappy 18% always happy 54% became happy 15% Developments 2008-2010

Is the foreign language easier or more difficult for you this year? (2008-2010) always difficult 29% always easier 26% became difficult 23% became easier 22%

How do you feel about learning new words in the foreign language? (2008-2010) became unhappy 17% always unhappy 8% became happy 11% always happy 64%

Change in self-perception Worse than 2008 26% Always worse 7% Always same 34% Better than 2008 20% Always better 13% Developments 2008-2010

In which of these classes would you learn FL best? Always circle Groupwork only in 2010 27% Traditional only in 2010 25% Always group work Always traditional Developments 2008-2010

Parents' support (2008-2010) 57% 14% 14% 15% no-no no-yes yes-no yes-yes

Have you ever met someone who doesn't speak your language? (2008-2010) 33% 13% 23% 31% no-no no-yes yes-no yes-yes

Learner characteristics & language achievement (listening comprehension) (2010)

How do you feel about learning the foreign language? 600 sad face neutral happy face mean Tpoint Rasch 550 500 450 400 511,6 518,0 487,6 467,7 477,7 428,7 350 300 2008 2010 Learner characteristics and achievement

Preferred activities in the foreign language Reading 557,0 Speaking 550,2 Games 507,5 Listening 499,2 Singing 495,7 Lexis 467,0 300 350 400 450 500 550 600 mean Tpoint Learner characteristics and achievement

Do you think you learn the foreign language as fast as other children, or faster, or slower? 600 slower same faster mean Tpoint 550 500 450 400 542,7 511,5 453,6 560,1 509,7 444,0 350 300 2008 2010 Learner characteristics and achievement

In which of these classrooms would you learn the foreign language best? 600 traditional group work circle mean Tpoint 550 500 450 400 525,7 499,8 485,8 543,4 518,2 442,4 350 300 2008 2010 Learner characteristics and achievement

Parents' support no yes 540 mean Tpoint 520 500 480 460 514,3 507,0 514,8 492,1 440 420 400 2008 2010

Have you ever met someone who doesn t speak your language? 540 520 No Yes 531,7 528,8 500 mean Tpoint 480 460 487,6 475,3 440 420 400 2008 2010

Emerging profiles

Characteristics distinguishing higher & lower achievers 2008 2010 Gender Confidence Gender Confidence Motivation Preferences for activities Attitudes to teaching

LEARNER Attitudes Motivation Self-perception EXTERNAL FACTORS Educational policy School level policy Immediate learning environment ACHIEVEMENT Linguistic Non-linguistic

What can be done to make sure YLs develop their full FL learning potentials?

THANK YOU FOR YOUR ATTENTION!

The ELLiE research project is supported by a European Commission grant under the Lifelong Learning Programme, Project n. 135632 LLP 2007 UK KA1SCR. This presentation reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. An additional British Council grant supports the Croatian research team.