Changes in Attitudes and Beliefs among EFL High School Students in Level-based English Classes

Abstract

Differentiated approach is one of the distinctive features characterizing the 7th National Curriculum of Korean English education. In most of Korean secondary schools, the level-based placement of English classes is implemented to put the differentiated curriculum into practice. The present study investigates the formation and changes of EFL learners attitudes and beliefs under the level-based placement of English classes. Additionally, analyses on the data from focus groups who experienced level movements were conducted in order to examine there were differences between level-up and level-down groups. The participants were 259 Korean high school students in the 10th grade. To examine the changes of the participants affective factors, three successive surveys with the items on attitudes and beliefs were administered. By the factor analyses, new five affective dimensions were created and the changes of learners dimensions were analyzed through comparison among data from three surveys. Further investigations were implemented on the focus groups including level-up and level-down groups to find out whether there were significant differences in the changes of affective dimensions among focus groups. Several significant findings emerged from this study. First, learners were encouraged to develop their positive attitudes toward English while successive level-based class groupings were implemented whereas their attitudes toward School English education changed in a negative way. Second, learners self-efficacy among the dimensions related to beliefs became constantly stronger, which implies that learners would put more efforts in their future study. Third, it was revealed that focus groups showed significant differences in their changes of attitudes and beliefs. While level-up groups developed their positive attitudes toward English learning and school English education, level-down groups didnt show positive changes in both attitudes. In terms of self-efficacy, both groups strengthened their self-efficacy, but the extent of changes was bigger for the level-up groups. Based on the findings, the study discusses issues on curriculum implementation and learners affective factors in English education. It also provides some pedagogical implications concerning the development and implementation of the English education curriculum and its influences on learners affective factors.