English Learning Motivation and Anxiety Regarding the Left-Behind Children in Rural China

• Huizhen Wu ^[1] ; Wei Zhou ^[2]
  1. [1] Shanghai Business School

     Shanghai Business School

     China

     
  2. [2] Shanghai Machinery Industry School
• Localización: Porta Linguarum: revista internacional de didáctica de las lenguas extranjeras, ISSN 1697-7467, Nº. 33, 2020, págs. 45-61
• Idioma: inglés
• Títulos paralelos:
  • Motivación y ansiedad por aprender inglés con respecto a los niños abandonados en la China rural.
• Enlaces
  • Texto completo (pdf)
• Resumen
  • español

    Este estudio abordó los factores afectivos en el aprendizaje del inglés de los niños abandonados, Left-Behind Children (LBC’s) en el séptimo grado en la China rural.

    Los resultados indicaron diferencias significativas entre los LBCs y los no LBCs en el lenguaje y motivación. Las entrevistas conducidas revelaron una falta de participación de los padres y un nivel más bajo de alfabetización tecnológica. La ansiedad de tomar exámenes y responder a preguntas también contribuyeron al bajo rendimiento académico de los LBCs y a una baja motivación en el aprendizaje del inglés. En este estudio, se discuten las implicaciones pedagógicas sobre cómo fomentar la motivación del aprendizaje del inglés, como mejorar la autonomía del los LBC alumnos y fomentar la comunicación entre los interesados en mejorar la educación.

  • English

    This study addressed the affective factors in English learning of the Left-behind children (LBCs) in the seventh grade in rural China. Results indicated the difference between the non-LBCs and the LBCs in language achievement and motivation with statistical significance. Follow-up interviews revealed a lack of parental engagement, lower level of technological literacy, and test-taking and questions-answering anxiety contributed to the LBCs’ academic underperformance and lower motivation in English learning. Pedagogical implications are discussed regarding how to foster English learning motivation and enhance learner autonomy for LBCs and build communication among different stakeholders in education

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