correlational-study
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- PaperERIC — ELT & TESOL1 Jan 2025
Understanding Technology Use Intentions among Generation Z English Language Learners: A Correlational Study
Meral Yavuz Kartal, Dinçay Koksal
A correlational study of 310 Turkish preparatory class students found that digital literacy and positive attitudes toward technology are positive predictors of Generation Z English learners' intention to use technology, while technology anxiety is a negative predictor. Weekly laptop/desktop usage also positively predicts technology use intentions.
Original abstract
Using technology in foreign language learning can provide a variety of possibilities, significant opportunities, and significant benefits. Considering that Generation Z is a generation born into technology and grew up with it, it is critical to understand the intentions of Generation Z students to use technology in learning English and to find out what variables might affect these intentions. For these reasons, in this article, a correlational research design was used to understand the technology use intentions of schools of foreign languages' preparatory class students while English learning and to investigate whether variables such as technology use anxiety, technology access, attitudes towards technology use and digital literacy level are a predictor of these intentions. The participant group consists of 310 preparatory class students at the Foreign Languages School of Çanakkale Onsekiz Mart University. According to the study's results, it has been revealed that students' attitudes towards technology use are upbeat and high, their anxiety is low, their digital literacy levels are high, and their technology access is high. It is understood that digital literacy and the attitude of using technology in English language learning are positive predictors of technology use intentions. It is also understood that technology anxiety is a negative predictor. In addition, weekly laptop/desktop PC usage time while learning a language is also a positive predictor of technology use intentions.
- PaperDOAJ — ELT & TESOL1 Jun 2022
A Correlation between Students’ Self-Esteem and Speaking Skill
Tiara Tripudiyana, Dewi Sartika, Ratna Nery
A correlational study of 103 eleventh graders at SMAN 5 Ogan Komering Ilir found a significant positive relationship between self-esteem and speaking skills (r=0.644, p<0.05), suggesting higher self-esteem is associated with better speaking ability.
Original abstract
The aim of learning English was to develop students’ competence in oral and written communication to research the functional literacy stated in the 2013 Curriculum. This study investigated the link between students' self-esteem and their speaking skills. It employed correlational study. A questionnaire and an oral test were employed to collect data. A questionnaire was utilized to assess the students' self-esteem, and an oral test was employed to assess their speaking abilities. The eleventh graders at SMAN 5 Ogan Komering Ilir were the focus of this study. 103 students selected as a sample from a population of 172. A Pearson Product Moment Correlation method was used to examine the data. The study's findings revealed that r-obtained (0.644) was greater than r-table (0.194) when the p-value (0.000) was less than 0.05. It meant that the null hypothesis (Ho) had been rejected and that the alternative hypothesis (Ho) had been accepted. In other words, there was a link between students' self-esteem and their ability to communicate. It is possible that learners' self-esteem influenced their speaking abilities. As a result, the higher the learners' self-esteem, the better their speaking abilities.
- PaperDOAJ — ELT & TESOL1 May 2021
The Impact of Students’ Perception on their Academic Background on Their Learning Motivation
Rendhi Fatrisna Yuniar
The study investigates the underexplored relationship between students' perception of their academic background and their learning motivation, noting that prior research found only weak correlations between background and achievement, while the link from perception to motivation remains largely unexamined.
Original abstract
Students’ academic performance is influenced by many factors such as previous academic background and level of motivation. There have been several studies trying to find out the correlation between students’ previous academic background and their learning achievement. However the results are not convincing. Though it is found out that there is correlation between students’ academic background and their learning achievement, the value of correlation is small. There have been also many researches investigating the impact of students’ motivation and their academic gain. However, the correlational study on students’ perception on academic background and their learning motivation is rare undertaking.