Then how will they get ‘the much-wanted paper’? A multifaceted study of English as a foreign language in Greece Jo Angouri Marina Mattheoudakis Maria Zigrika

Beliefs, attitudes & motivation Learners bring to the language-learning task a complex set of attitudes and beliefs, as well as experiences, expectations, and learning strategies. (Nyikos and Oxford, 1993) Attitudes, motivation, and orientations are positively related to achievement in a foreign language. (Masgoret and Gardner, 2003)

Beliefs Beliefs have an important impact on learners’ behaviour. What we believe we are doing, what we pay attention to, what we think is important, how we choose to behave form the basis for our personal decisions as to how to proceed. (McDonough, 1995)

Theoretical views Cognitive psychology beliefs about learning are viewed as a part of self- knowledge (Flavell, 1987). Sociocultural theories beliefs provide the basis on which new experiences and information are interpreted (Alexander et al., 1991). Social psychology beliefs are understandings which arise from an individual’s educational experiences and which are the basis for value judgments (Dole and Sinatra, 1994).

Theories agree that beliefs are both outcomes of formal and informal learning experiences and determinants of subsequent learning. (Sakue and Gaies, 1999)

Beliefs in language learning Our choices concerning foreign language learning and use are affected by our beliefs regarding the foreign language(s) in question and our work-related needs (Angouri, 2007; Eurobarometer 54; Tsopanoglou, 1995 )

Language learner beliefs Learner beliefs may concern the nature of language the role of the teacher the language-learning task likely outcomes their personal language learning strengths and limitations. (Sakue and Gaies, 1999)

Learner attitudes Attitudes toward the learning situation refer to the individual’s reaction to anything associated with the immediate context in which the language is taught.

Motivation Research into motivation has highlighted the role of the social context in learning activities (contextualization of L2 motivation) The classroom environment and various aspects of the learning context have a strong motivational influence on learners. (Dornyei, 2003)

Integrative vs. instrumental? … Difficult to distinguish as separate concepts. Learners’ aspirations to meet with native speakers, to use computers, to pursue a career, etc. are associated with each other but also with English as part of the globalization processes. (Lamb, 2004)

…or an “international posture”? International posture: interest in foreign affairs, willingness to study, work or travel overseas, a non-ethnocentric attitude toward different cultures. (Yashima, 2002)

Aims This study aims to explore Greek learners’ and parents’ beliefs regarding the status of English and its importance for professional development participants’ beliefs and attitudes towards the quality of foreign language education in Greece as this is provided by state schools and foreign language institutions (frontistiria)

The Greek context Greece is highly literate in foreign languages early start of EFL classes two foreign languages at primary and secondary education 10-year compulsory foreign language education attendance of foreign language classes both at state schools and in private language schools (frontistiria)  (Mattheoudakis & Nicolaidis, 2005)

Limited research However, there is relatively limited research regarding Greek learners’ beliefs and attitudes towards the quality and efficiency of foreign language provision to meet their foreign language needs.

The present research

Methodology Ethnographic techniques were used and the main instruments for the collection of information were semi-structured interviews and questionnaires.

Questionnaire 28 closed questions 5 point Likert Scale (Strongly disagree- Strongly agree) Mid-point response included in order to avoid directional answers Control questions included to avoid response acquiescence (‘yea-saying’ tendency)

Sampling

Lykeio a) 14 Interviews were conducted -from Lykeia in Leros and Serres- b) Questionnaires -69 students from Lykeia in Leros and Arta- Students between years of age, with previous knowledge of English. The majority are holders of the FCE and some of the CPE certificates.

IEK a) 8 Interviews were conducted -from Lykeia in Leros and Serres- b) 29 Questionnaires -from Arta and Corfu-. Students between years of age, with previous knowledge of English. Either holders of the FCE or at FCE level.

Results A) Learners’ and parents’ beliefs regarding the status of English and its importance for professional development

I learn English because it is an international language related to various aspects of our contemporary life

Knowledge of English is a necessary qualification for any job

Certified knowledge of English is necessary, especially if I need to find a job

My parents told me that a certificate in English would be an important qualification for finding a good job

Students said… “Nowadays, we need a foreign language to communicate, to survive and this language is English. You need it to find a job, a good job.... Those who are more qualified, that is with many certificates, are those to be hired and an English language certificate is an important one...” “If you don’t have a certificate in English you are considered a loser...”

Cont’d “It is society that demands English to be learned at a very good level... We are stressed to learn and get language certificates so as to find a good job and in the end I don’t know if it’s worth it...” My parents told me to start English classes because they think it is necessary for me to find a good job in the future.”

B) Learner beliefs regarding the quality of foreign language education as this is provided by state schools and foreign language institutes

English is actually learned at state schools and not at foreign language institutes

English language classes at school are more important for me than English language classes at foreign language institutes

Tuition fees could guarantee better quality of services in state schools and therefore better learning

Students said… “... (English at school) is a course that doesn’t offer you knowledge. Every year you have to repeat the same things.... Our teachers say to us: ‘Do you expect to learn English here (school class)?... you learn what you need at the frontistirion’” “English at school is a repetition of things done at the frontistirion. They are not interesting at all.... It’s fun time....With school English no way to take a certificate, so many students, just two hours of teaching.... “

Cont’d “We are raised believing that: ‘Whatever you pay for will be paid back’... I think that reliable service is provided only if it is paid for. Nothing is given for free, money is involved in everything.”

Conclusions English is considered to be an international language and as such useful for vocational purposes -strong backwash effect of language certificates- Language provision in private language schools (frontistiria) is considered by the participants to be more reliable -compared to state institutions- Tuition fees are related with high-quality, highly regarded education.

Implications Given the importance and need for high quality language education, our project sheds light on the needs and expectations of Greek language learners and will conclude with recommendations for improving current practices in state school language provision.

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