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ERIC Number: EJ978704
Record Type: Journal
Publication Date: 2012
Pages: 22
Abstractor: As Provided
Reference Count: 38
ISSN: ISSN-0160-5429
The Roles of Motivation, Affective Attitudes, and Willingness to Communicate among Chinese Students in Early English Immersion Programs
Knell, Ellen; Chi, Yanping
International Education, v41 n2 p66-87 Spr 2012
Early English immersion in China has been studied from many angles, but no research to date has investigated affective variables, which may have a profound relevance to successful English acquisition. The present study examines the roles of motivation, attitudes towards learning English, willingness to communicate, perceived competence, language anxiety, and parental support among upper primary immersion and nonimmersion students. Results indicate that immersion students used in this study had significantly higher levels of willingness to communicate and perceived competence and exhibited less language anxiety than their nonimmersion peers. In addition, willingness to communicate and perceived competence were the strongest predictors of English reading and oral proficiency for the combined sample. (Contains 4 tables.)
College of Education, Health, and Human Sciences, University of Tennessee, Knoxville. 420 Claxton Complex, 1126 Volunteer Boulevard, Knoxville, TN 37996. Tel: 865-974-9505; Web site:
Publication Type: Journal Articles; Reports - Research; Tests/Questionnaires
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: China