Do Family Supports and Self-Motivation Influence Students’ Results in Learning English (Published)
Family is a smallest unit that influences children growth from baby until teenager consisting of parents and siblings. A family usually supports their education in order to reach their dream and have their best future later. Therefore, family supports are believed to be one factors that influence the students’ result in learning. In Bangladesh, positive home factors such as parents’ involvement, encouragement, and their positive attitude toward English language, in general, influence adolescent L2 learners positively (Rahman, 2015). Students not only need learning facilities but also need proper guidance to increase their study results. Communication is a more important factor in improving students’ performance. Thus, the factors that influence students’ learning results are communication, learning facilities, proper guidance and family stress that are based on statistical analysis (Mushtaq and Khan, 2012). This study aimed to find some factors of family supports that influence students’ results in learning English as their foreign language. There were 224 students that are evaluated by giving reading test and questionnaire. The results of test and questionnaire were analyzed using statistical analysis that is Anova to find out whether family supports influence students’ results in learning English. The results from the questionnaire showed most students like English subject, get motivation in learning English by communicating with foreigners, start learning English at fourth grade of elementary school, learn English from movie and internet as well as get information about the importance of English in working world from their parents. The result of regression analysis showed some factors of family supports in this study do not influence students’ results in learning English. Therefore, family supports cannot be the only criterion of someone who masters English successfully.
Keywords: English Learning, Family Supports, Influence, Self-Motivation, Students’ Results
THE INFLUENCE OF THE ENGLISH LANGUAGE IN A MULTILINGUAL AND A MONOLINGUAL ENVIRONMET – A COMPARATIVE APPROACH” (Published)
The study focuses on the influence of English language in Macedonia, which is a multilingual, multicultural, and multiethnic country, situated in Southeast Europe. More precisely, the study investigates and compares the role of English inside and outside the classroom in two different environments. Firstly, in Tetovo as a multilingual place where quite a lot of people very easily shift from the local languages in use (Albanian, Macedonian and Turkish) and English when necessary, and secondly, in Prilep, as a mainly monolingual place, where from the local languages, mostly Macedonian is used. The study uses both quantitative and qualitative methods. The quantitative data collection includes learners’ questionnaires. The qualitative data phase includes descriptive research by using interviews. Finally, the study identifies several important issues regarding the positive and negative influence of English and compares the participants’ attitudes towards the role and the influence of English in a multilingual vs. monolingual environment. The findings of the study are expected to be of use to policy makers in the country and wider, the local government, educational institutions, current and future English teachers and students.
Keywords: Classroom, English, Environment, Influence, monolingual, multilingual