With globalization and the growth of the World Wide Web, it is increasingly important for non-Anglophone students to acquire a functional level of English before graduating from secondary school. However, Francophone students in the province of Quebec who are learning English as a second language (ESL) face particular challenges that hinder their development of English proficiency, not the least of which is motivation. This quasi-experimental case study explores the effects of an eTandem project with Anglophone peers on the motivation of Francophone ESL learners in secondary school. The results indicate that Francophone students who completed the eTandem project showed greater motivational intensity, greater desire to learn the target language, and less anxiety. It also appears that technical problems, scheduling issues and anxiety contributed to the majority of Francophone students discontinuing the project. Recommendations are made to integrate eTandem projects into Quebec’s ESL curriculum and to address the anxiety issues of students in class.
| Identifer | oai:union.ndltd.org:uottawa.ca/oai:ruor.uottawa.ca:10393/30240 |
| Date | January 2013 |
| Creators | Flick, Laura G. |
| Contributors | Bangou, Francis |
| Publisher | Université d'Ottawa / University of Ottawa |
| Source Sets | Université d’Ottawa |
| Language | English |
| Detected Language | English |
| Type | Thesis |
Page generated in 0.0017 seconds