engleski

Attitudes, Motivation and Parental Encouragement in Learning English as a Foreign Language: the Croatian Context

The aim of this study was to investigate, establish and analyze differences in students’ motivational patterns (attitudes, interests and parental encouragement) towards English as a foreign language (EFL) and to find possible differences in motivation. The sample consisted of 53 (34 male and 19 female) students at the Faculty of Kinesiology, University of Split, Croatia. Variable sample consisted of a questionnaire of 30 statements divided in 3 parts. The questionnaire is reliable (Cronbach's alpha > 0.80). The results show that male students have statistically significant positive attitude (p = 0.03) towards English as a foreign language than female students. Female students, on the other hand, have almost statistically significant difference (p = 0.06) concerning the parental influence in learning EFL. In addition, the results reveal that attitudes and interests in learning English in female students seem to be significantly correlated, while male students show statistical correlation between interest in learning a foreign language and parental encouragement in learning EFL. Furthermore, while male students express more positive attitudes towards English based on the level of their parental encouragement, female students do not base their interest in learning English on their parental encouragement but rather on their personal attitude towards English.

Language attitudes; language learning; parental influence; second language motivation.

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