Chapter IV. Research design: Questionnaire study
IV.8. Synthesis of questionnaire findings
IV.8.1. Comparison of mean scores of scales referring to both Ukrainian
provided by the internet for youngsters in the form chat programs, interactive group games, community websites. The final point of difference can be found in the ideal self systems.
Attitude towards language learning was included as a significant predictor in the case of the Ideal English self, while the Learning Experience scale acquired the similarly significant second place in the Ideal Ukrainian Self.
Table 29. Comparison of Means of Questionnaire Scales with Reference to English
Scales Sample M St. dev. p
Ideal L2 Self N=147 3.74 1.11 .000
N=219 3.21 1.11
Ought-to L2 Self N=147 4.28 .75 .000
N=219 3.77 1.07
Learning Experience N=147 3.04 1.10 .119
N=219 3.23 1.08
Direct Contact With English Speakers N=147 1.78 .79 .000 N=219 1.72 1.08
Language Contact N=147 2.12 .86 .033
N=219 2.24 .81
Written Language Use N=147 1.41 .71 1.96
N=219 1.52 .76
Parental Encouragement N=147 3.77 1.10 .483 N=219 3.66 1.13
Attitude towards Learning English N=147 3.30 1.03 .539 N=219 3.19 1.13
Language Class Anxiety N=147 2.72 .98 .109
N=219 2.62 .98
Language Use Anxiety N=147 3.14 1.08 .000
N=219 3.11 .98 Note. p<.005
In the case of Ukrainian-related scales, three different datasets were compared in light of the mean scores of their scales. The samples were compared with the help of the statistical procedure of one-way analysis of variance. The findings are summarized in Table 30.
Similarly, to its English counterpart the Cultural Interest scale was excluded from the analysis because of having low internal consistency figure. The scales of Friends and Local Relevance of Ukrainian were developed and included in the research instrument used in Study #3 only, thus does not have comparable scale equivalents. As it can be seen from the findings there is a huge effect that the Ideal L2 Self scale has on motivation in the third sample, whereas it is pre-empted in the first two phases of data collection.
Table 30. Comparison of Means of Questionnaire Scales with Reference to Ukrainian
Scales Sample M Sig. F-values
Ideal L2 Self N=147 4.10 8.1
N=211 4.06 9.6 N=219 3.92 19.5
Ought-to L2 Self N=147 3.80 5.4
N=211 3.82 4.7 N=219 4.01 8.5
Learning Experience N=147 2.75 3.5
N=211 2.83 4.4 N=219 3.17 7.2 Direct Contact With English Speakers N=147 2.54 -
N=211 2.46 -
N=219 2.73 -
Language Contact N=147 2.57 3.5
N=211 2.51 3.1 N=219 2.48 4.1
Written Language Use N=147 1.59 -
N=211 1.54 -
N=219 1.57 -
Parental Encouragement N=147 4.23 6.4
N=211 4.26 6.3 N=219 4.42 7.5 Attitude towards Learning English N=147 3.15 8.6
N=211 3.15 11
N=219 3.05 7.2
Language Class Anxiety N=147 2.66 -
N=211 2.69 -
N=219 2.66 -
Language Use Anxiety N=147 2.72 -
N=211 2.79 -
N=219 2.98 -
Note. p<.001
Apart from the ideal self there is also an increase in the strength of the Ought-to L2 Self scale, followed by a relative increase of the Learning Experience scale in the third sample while both scales have lower values in the first two datasets. The Language Contact scale presents a weaker affect on motivation in the third study, but still shows a relative increase in its strength if compared to the outcomes of the first two datasets. The Attitude towards Learning Ukrainian scale shows continuous fluctuation in terms of its influence on the dependent variable, but still has rather high F values, noting a significant finding.
IV.8.2. Comparisons of correlations of scales referring to both Ukrainian and English
The correlation indices were computed with the help of the Fisher r-to-z transformation (available at: http://faculty.vassar.edu/lowry/VassarStats.html). The Fisher transformation technique compares correlation figures coming from two different datasets and identifies the significance of the difference. The comparison of the correlation indices of the questionnaire scales referring to English is summarized in Table 31. As it can be seen altogether the correlation figures of three pairs of relationships differed significantly out of all the scales included in Study #1 and Study #3. The most significant difference is attributed to the correlation between the Ideal L2 Self and the Ought-to L2 Self scales which might prove that alterations have been made to both scales that in turn made them and their correlation significantly different.
Table 31. Comparison of Correlation Coefficients of the Questionnaire Scales with Reference to English N=147 N=219 r***
Motivated Language Learning Behaviour -- Ideal L2 Self .67 .86 3.19**
Parental Encouragement -- Ought-to L2 Self .40 .69 1.72*
Ideal L2 Self – Ought-to L2 Self .52 .74 3.22**
Note. *p<.05, **p<.001.
***r-stands for the correlation coefficient
The second significant difference is between the correlation indices of the Motivated Language Learning Behaviour and the Ideal L2 Self scales. A significantly different relationship was formed between the Parental Encouragement and the Ought-to L2 Self scale, too. Thus, changes that occurred to both the Ideal L2 Self and the Ought-to L2 Self scales added to the difference between the relationships the scales had with the Motivated Language Learning Behaviour, with the Parental Encouragement scale, respectively, and last but not least with each other.
Table 32. Comparison of Correlation Coefficients of the Questionnaire Scales with Reference to Ukrainian
Correlation pairs Sample r** N=147
N=211
N=147 N=219
N=211 N=219 Motivated Language Learning Behaviour -- Ideal L2 Self N=147 .67
N=211 .65 N=219 .86
2.18* 2.78*
Motivated Language Learning Behaviour -- Ought-to L2 Self N=147 .52 N=211 .46 N=219 .71
1.69* 2.69*
Note. *p<.05.
**r-stands for the correlation coefficient
Unlike the English findings, significant differences between correlation indices of the scales referring to Ukrainian were found in the case of two pairs of relationships (see Table 32). In all the three studies the correlation indices between the Motivated Language Learning Behaviour and the Ideal L2 Self scale showed significantly higher level of difference than the correlation indices between the Motivated Language Learning Behaviour and the Ought-to L2 Self scales. On the one hand, these findings might suggest that alterations of the two scales resulted in a significant change in their relationship with motivation. On the other hand, similarly to the compared mean scores it can be concluded that learners’ images of their possible selves have been significantly reinforced due to internal and external factors.
One of the external factors might be the introduction of the compulsory Ukrainian language university entrance exams. This change in the education system might have influenced parents, teachers, peers and others belonging to the group of significant others from the point of view of learners who, in turn, might have affected the learners’ future visions, plans and ambitions forming part of their ideal self. One of the internal factors, then, might be learners’ own ambitions and their desire to meet up the requirements of their parents which can be considered as part of the ought-to self. Finally, both selves turned out to be closely linked with motivation throughout the questionnaire studies.
IV.8.3. Comparisons of regression analyses referring to Ukrainian and English
The calculated three separate regression analyses with reference to motivated Ukrainian language learning behaviour revealed three factors that consistently and significantly contributed to predicting Ukrainian language motivation. They are as follows: the Attitude towards Learning Ukrainian, the Ideal L2 Self and the Parental Encouragement scale. The strong predictive power of the former two variables is ascertained by Kormos and Csizér (2008), as well. Besides, Donitsa-Schmidt, et al. (2004) claim that perceived parental support is directly related to motivation in the case of Arabic learners.
Contrary to the Ukrainian findings, the regression analyses that aimed at exploring elements of English language motivation uncovered two constant variables. They were, the Ideal L2 Self and the Ought-to L2 Self scales. The presence and explanatory power of the ideal self is not a novel finding as it was ascertained in other language environments as well (Csizér
& Lukács, 2010; Dörnyei, et al., 2006; Kormos, et al., 2011; Ryan, 2009). In contrast with the dominant nature of the ideal self, the ought-to self has not frequently been found as direct predictor of language motivation as it was in the case of Transcarpathian learners of English.
Instead, the marginal role, or confusing nature of the ought-to self is noted in several motivation research projects (Busse & Williams, 2010; Eid, 2008; Kormos & Csizér, 2008).
With regards to the other variables predicting English language motivation of Hungarian minority learners the results of regression analyses of Study #1 and Study #3 show completely different pictures. While in Study #1 the Learning Experience, the Parental Encouragement, the Direct Contact with English Speakers, and the Language Class Anxiety scales were also among the significant predictive variables, in Study #3 they were replaced by the Attitude towards Learning English, the (newly introduced) Friends, and the Written Language Use scales. Thus parental support was replaced by the influential role of friends
which is a finding shared by Nelson and DeBacker (2008), too. Another probable replacement indicated is the switch from direct contact opportunities in person to direct contact opportunities via web services (Kormos & Csizér, 2007).