VLM_SLA

An Interview of a Successful Language Learner - A case study
1. Introduction
It is frequently observed that certain language learners are endowed with the
necessary skills to excel in languages while others are not. Language aptitude is a
determining factor that was described by Dörnyei and Skehan (cited in Dewaele,
2012) as a “specific talent for learning . . . languages which exhibits considerable
variation between learners” (p. 165). The aim of this study however is to present how
other factors such as agency, personality and motivation come into play to explain a
successful case of a language learner. As it was mentioned by Dewaele (2012)
quoting Gardner “When the conditions are good, learners with higher levels of talent
or ability will be more successful language learners” (p. 165). The reason for selecting
the topic is to look into foreign language achievement from a psychological
perspective and analyse some of these conditions that contribute to the mastery of a
foreign language.
In this study, I have interviewed a successful language learner and analysed her
motivation and personality as well as the ways she exercises her agency. First, the key
concepts from the relevant literature will be defined concentrating on the three
variables of motivation, personality and agency, second information about the
interviewee and the method of research that was used describing the interview will be
given, then I will present the results of the interview and discuss why the interviewee
is highly motivated, how her personality has helped her develop as a language learner
and in what ways she plays an agentive role regarding her learning and lastly,
conclusions will be drawn by summarising the main points and setting forth
implications and limitations of the study.
2. Review of literature
It is difficult to describe what constitutes successful language learning, however I
would like to approximate to the definition by mentioning that fluency and accuracy
are two indispensable qualities that are frequently cited. As stated in the CEFR, a
proficient student regarding the receptive skills is someone who “Can understand with
ease virtually everything heard or read.” (p. 5) and regarding the productive, someone
who “Can express him/herself spontaneously, very fluently and precisely…” (p. 5)
An important concept in the field of second language acquisition is motivation,
which according to Ortega (2009) among others can have an instrumental or
integrative orientation. Instrumentally motivated is the learner who for example aims
at working or studying abroad and therefore, will use the foreign language to achieve
a goal, while on the other hand, a learner who intends to be incorporated in the target
language community has an integrative orientation (Gardner &Lambert, as cited in
Pierce, 1995). However, as Ortega (2009) among others pointed out, the notion of
integrativeness seemed to have failed to have validity outside the context of the
research and that is why it needed to be redefined.
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As claimed in Dörnyei (2001), the seminal theory of self-determination by Deci
and Ryan explains the wide-ranging internalisation of external values. Dörnyei in the
same study mentioned that according to self-determination theory, motivation can be
described as ‘intrinsic’ and ‘self-determined’, if a learner is able to shape his or her
own behaviour in order to achieve his or her language goals, as language learning can
also be pleasurable. ‘Extrinsic’ or ‘controlled motivation’, is described contrastively
as a factor that accounts for the cases of learners that learn the language for the
benefits that it ensues. Dörnyei (2001) also cited that there are five additional
categories included in self-determination theory. First, ‘external regulation’ is
demonstrated when positive or negative external influences determine motivation.
Second, ‘introjected regulation’ implies the intention to conform to rules in order to
eliminate unpleasant feelings. Third, ‘identified regulation’ explains motivation in
learners who realise the importance of learning a foreign language. Fourth, ‘integrated
regulation’ ensues making decisions in correspondence with one’s character. Last,
‘intrinsic regulation’ is the exact opposite of the first category.
Noels pinpointed the aforementioned theory’s major deficiency, which was that it
overlooked the impact of society and culture as well as the issues of ethnic identity,
the topics that Gardner addressed in the socio-educational model (Ortega, 2009).
Dewaele (2012) argued that the socio-educational model highlights the importance of
attitude towards the learning procedure and how it is influenced by the learner’s
environment, such as the society and their family. It was also mentioned in the same
study that instrumentality contributes to the improvement of the learner’s
performance, while integrativeness does not necessarily mean a complete
identification with the target community.
Dörnyei proposed another theory focusing on different aspects and questioned
this redefined version of integrativeness (Dewaele, 2012). Dörnyei and Ottó
formulated the Process Model of L2 Motivation suggesting that motivation levels
vary and depend on classroom tasks and specific situations (Ortega, 2009). Ushioda
and Dörnyei also understood the meaninglessness of integrativeness in contexts where
there is no direct contact with native speakers and referred to Yashima’s ‘International
posture’ which explores the role of English as the lingua franca (Dewaele, 2012).
Another aspect related to motivation is the idea of ‘self’, which can have various
applications. As mentioned in Dörnyei and Ushioda (2009), Markus and Nurius
contributed with the theory of ‘possible selves’ to the understanding of how the
people’s expectations about the future shape their reality. Similarly, Higgins’ theory
of motivation and self-regulation describe the ‘ideal self’ as the idealised image of a
person’s abilities which is related to what they wish to be and the ‘ought self’, which
is about what an individual thinks is required of them (Dörnyei & Ushioda, 2009).
Dörnyei used these concepts to introduce the L2 Motivational Self System which
relies on 3 main ideas: the ‘ideal L2 self’, the ‘ought-to L2 self’ and the ‘L2 learning
experience’ (Ortega, 2009).
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The study of personality is another field that has contributed a lot in Second
Language Acquisition. Dörnyei (2005) mentions two theories that were particularly
influential in recent research; Eysenck’s construct, where there are three main
chategorisations: “(1) extraversion with introversion, (2) neuroticism and emotionality
with emotional stability, and (3) psychoticism and toughmindedness with tender-
mindedness” (p. 13) as well as the ‘Big Five’ model which apart from the first two
chategorisations of Eysenck’s construct reports three more, conscientiousness,
agreeableness and openness to experience. However, Dörnyei in the same study
comments that these taxonomies were found insufficient to account for the
complexity of human personality and Jung’s theory gained ground with three
classifications: extraversion and introversion, sensing and intuiting and last, thinking
and feeling. Hence, it was also mentioned that the latter theory influenced the
construction of the ‘Myers-Briggs Type Indicator’ (MBTI), which added one more
classification; judging and perceiving.
Regarding the extraversion-introversion dichotomy, research has shown that both
introverts and extroverts have weak and strong points. According to Dewaele and
Furnham (2000) extroverts were found to be more fluent, while introverts seem to
have richer vocabulary and manage to make their message clear, especially in formal
contexts. However, in the same study it was shown that extroverts are more stress
resistant and therefore able to perform better than introverts under pressure. In spite of
that, certain types of learning situations appear to favour either the sociable or the
quiet personalities (Dörnyei, 2005). In this study, it was also shown that the speaking
tasks provide an excellent opportunity for extrovert personalities to develop their
skills while introverts have a better performance in academic environments, due to
their effort to stay concentrated and manage their learning. Although introverts seem
to have better study routines, extroverts according to Dewaele (2012) employ social
skills which help them create a favourable impression on their interlocutor. It is
perhaps for the aforementioned reasons why, as cited in Dörnyei (2005), “Naiman,
Fröhlich, Stern, and Todesco’s (1978) study on the good language learner listed both
extraversion and introversion as a positive attribute.” (p. 21)
Conscientiousness and perfectionism are two dimensions of personality that have
a positive and negative effect on language learning respectively. According to Costa
and McCrae’s ‘NEO-PI’ cited in Dörnyei (2005), conscientiousness is related to
efficiency, the drive to succeed as well as a sense of duty. In the same study, it is
mentioned that it can have positive results in school environments and predict
academic achievement. On the other hand, perfectionism was found to be
counterproductive and as mentioned in Dewaele (2012) citing Pittman, “Perfectionism
has been defined as a less exaggerated form of obsessive-compulsive disorder”. (p.
178) Additionally, Gregersen and Horwitz cited in Dörnyei (2005) supported that
there is a connection between perfectionism and anxiety.
Another important concept in SLA studies is agency, which according to Duff
(2012) among others explains the process of learners’ decision making. In this study,
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it was mentioned that learners are able to shape but are also shaped by their
environment; that is they may be willing or unwilling to conform. According to Fogle
(2012), agency is also linked to learners’ readiness to negotiate their position in a
certain context, although as described in Morita (2004) this negotiation is often tough
and subject to failure, when for instance the instructor totally rejects a learner’s
attempt to take up a different role in class. However, in Morita’s study it was
concluded that by socialising and participating in classroom activities, the learners
develop some essential skills and shape their personality, while they exercise their
agency.
The concept of agency is not only about making choices but is also related to
identity. Duff (2012) states that agency gives learners the capacity to envision and
construct their identities and act accordingly. Fogle (2012) cites different studies
(Hawkins, 2005; Norton & Toohey, 2001; Toohey, 2000; Willett, 1995) where the
emphasis is placed on the formation of the identity of the good student, which takes
place through the participation in the classroom discussions and was found to
correlate with language achievement. As it is mentioned in Duff (2012), through
interactions the new members in a language community exchange their views and
possibly adopt different self-perceptions, which aid their development as language
learners. As claimed in the same study, participation is valued in most school contexts
and it is essential that a learner should exercise his or her agency by building a good
learner identity taking up an active role in class even under unfavourable
circumstances, as it was demonstrated in Duff’s study, where a learner was stripped of
her right to read aloud by both the instructor and other members of the class.
3. Method of research
The interviewee is a 14-year-old female teenager, who is a student of mine and
was given the pseudonym Maria. She is a secondary school student and her mother
tongue is Greek. She lives in Athens and she has been studying English for 7 years,
while she can also speak German equally well. She has acquired a B2-level language
certificate from the University of Michigan, the ECCE and she is furthering her
studies in order to get the C2 certificate from the University of Michigan, the ECPE.
In the most recent ECPE practice test, which follows the format of the official exam
papers, she scored 73%. She has learnt English mainly in EFL contexts that is
language schools but she also participates in Model United Nations which is a
multicultural environment where English is used by all participants. Although the
main focus there is not the development of language skills but rather, as she says in
the interview, the involvement of teenagers in discussions and negotiations about
different issues of international concern and even though she may not always get
corrective feedback in these sessions, she does test and try her competence in English,
since talking and arguing about topics such as disarmament and the protection of the
environment require communicative strategies that are important for the improvement
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of her foreign language skills. Through her participation in these sessions, she also
practises her English in authentic situations and gets informed about current affairs
and issues of general interest. Last, another way she uses English in authentic contexts
is when she visits relatives in England, while some of them are native speakers.
Regarding the interview, it took 30’ and it happened during a break at the
language school I work in. The questionnaire contained about 30 questions, which
were about motivation, the influences of the learner’s environment, beliefs, learning
strategies, past experiences and participation in classroom activities. There were also
some prompts and clarifying questions when I could not get the information I wanted.
For example, while I was trying to understand the degree of her integrative intention, I
purposefully asked if she would like to be considered English rather than Greek,
since, as it was mentioned in Ortega (2009), giving an example of a successful learner
of French, the degree of identification with the target culture is such that some
learners are willing to distance themselves from their own L1 identity. Also, when
Maria told me about Model United Nations, it was an unexpected development and I
wanted to extract details about the function of this competition, therefore I asked her
to talk about it. Concerning the question about how familiar she is with the English
culture, I was expecting to get a response about contemporary situations. However,
she mentioned the history of the country saying that she knew only a few basic facts
but then I had to explain that I was referring to modern culture. Apart from these
misunderstandings, Maria was eager to take part and tried to give as much insight as
she could.
4. Results and Discussion
Some decisive factors that can predict success or failure in language learning are
the variables of motivation, personality and agency.
4.1 Motivation
Dörnyei (2001) mentions that “research studies established motivation as a
principal determinant of second language acquisition comparable in its impact to
another well-researched learner variable, language aptitude.” (p. 43-44) In this case
study, the participant seems to be highly motivated for various reasons.
First, the environment of the language learner appears to be a major motive force.
Maria admits to being influenced by the social setting saying that “I was motivated by
the whole society here in Greece”. It is commonplace to hear justifications like this in
Greece, since the majority of parents place emphasis on the education of their children
and specifically English which is considered a passport to better career prospects. In
the interview she expressly states: “So, in order to find a job or to go to a University I
have to know English and because there are many businesses today and international
companies…” This implies that she recognises the value of English as a requirement
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for admittance in Universities and a basic qualification for many job positions, which
is closer to ‘instrumental motivation’. She also goes on to mention that English is an
integral part of every school curriculum “English is a language that is being taught in
every school in Greece and you don’t have the option...” Thus, she ends up
internalising the values of the community she lives in.
On the other hand, English is a modern language that is spoken by many people
around the world for various purposes, while at the same time it is employed by the
media and the pop culture. Consequently, many language learners of English share a
common objective that is to be competent speakers of the language that is spoken in
significant economic and political centres. Maria mentions that “the USA can control
the rest of the world. It’s a great economic power” and “modern society has benefited
from these two countries, the USA and England”. According to Ortega (2009) English
is “a world language that evokes … symbolic images of globalization and economic
prowess” and this is an important reason why its use is so widespread. However,
equally significant is the ability that English confers to its speakers to communicate
with people from different cultures. Maria has realised that English can be perceived
as a linguistic code that facilitates international understanding “English is the lingua
franca” as well as a bearer of a culture that has conquered many countries worldwide.
The interviewee does not seem to be indifferent to this reality, she comments: “I think
it’s a great advantage to get in touch with other cultures and traditions”, “I search on
the BBC or CNN”, “I watch many films which are mainly English or American” and
“there are new songs every day in English…they are very popular…” Maria however,
seems to find it proper to retain her sense of national identity but also to be congruent
with the leitmotif of our times, globalisation, saying “I would like to be considered as
Greek who can speak English well”. It is perhaps what Lamb (cited in Ortega, 2009)
described, “a vision of an English-speaking, globally-involved but nationally-
responsible future self” (p.180)
Additionally, Maria states that she would like to be considered a member of the
English speaking community, having a favourable attitude towards the native
speakers. She mentions: “I think I will get along well with people living there” even
though she does not live in a country where English is the mother tongue of a social
group and this does not allow her to have an informed opinion, which was highlighted
by Dörnyei (as cited in Ortega, 2009). However, she appears to have an ‘integrative
orientation’, “I would like to have a relationship with people there and create new
friendships or family” on the grounds that she expresses what is described by Gardner
and Lambert (as cited by Dörnyei &Ushioda, 2009) “a sincere and personal interest in
the people and culture represented by the other group” (p.2).
Another issue that is of great significance is the responsibility of the learners to
keep themselves motivated and use skills that will contribute to their effort to learn
the language. Although many learners have preferences for certain tasks which
consequently determine their achievement as it was mentioned in Dörnyei (2001), it is
vital to take up the responsibility of their own learning and develop some skills that
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will enhance their performance in general. Maria for example seems to be intrinsically
motivated and as she pointed out, she prefers speaking activities but she also engages
in extra practice which may not be so pleasant “Unfortunately, I have to learn
vocabulary from the textbook and I have to learn the words by heart and write them
down many times in order to remember them.” She argues that “…the main
responsibility falls on those who learn the language and not on those who teach it”
understanding the importance of ‘self-motivation’ and employing techniques which
she believes that will help her improve “I think the best way to learn English is
reading books and search the words that you don’t know in the dictionary.”
4.2 Personality
Another critical variable in the acquisition of a foreign language is the personality
of the language learner and its impact on the learning procedure. According to
Dewaele (2012), ‘personality psychology’ has contributed in the search of parameters
that affect the whole process of language acquisition.
A personality trait that was shown to have a positive correlation with language
ability is extraversion. In this case, Maria is a sociable person who enjoys talking with
her classmates and discussing about different topics “I like to be active and speak a
lot”, “I like being with other people and I‘m not a loner.” Dewaele (2012) sets forth
different studies (Dewaele, 1998; Dewaele & Furnham, 2000; Rossier, 1976;
Wakamoto, 2000) where there are some connections found between extraversion and
fluency. It is also mentioned that extraverts are more confident and capable of
interacting and empathising with their interlocutors (Oya, Manalo &Greenwood, as
cited in Dewaele, 2012). Maria appears to display these traits “I always have to say
what I believe” and “my peers make me feel that they want to cooperate with me.” It
has often been demonstrated that extraverts employ more social skills such as asking
for clarifications and working in collaboration (Ehrman &Oxford, as cited in
Dewaele, 2012), as Maria says “with cooperation you learn from the others’ mistakes
and your mistakes” and when asked what she does if she fails to understand
something she replied: “I don’t like to push the others and interrupt the discussion but
I mainly ask questions”. Finally, the interviewee seems to be aware of the fact that her
personality has assisted the progress of her learning the language “…the fact that I
like speaking a lot may help me…”
Another trait that is strongly affecting the learning procedure is conscientiousness.
She explicitly states “I think I am very conscientious and very ambitious. So, if I want
to achieve something, I always stick to it and try more and more every time…” The
results of Ehrman's study (as cited by Dewaele, 2012) show that conscientious
learners are extremely hard-working, monitoring and assessing their output as well as
setting learning goals. Regarding the aforementioned strategies, she explains: “the
only way to correct these mistakes is to talk and see if the others think you’re wrong.
So, you can understand from the reactions…” and “…I know that I will make it better
the next time.”
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Another personality trait that according to Dewaele (2012) was found to be
counterproductive for the language learning process is perfectionism. It is also been
added that learners who are characterised as perfectionists exhibit high levels of
anxiety (Gregersen & Horwitz, as cited in Dewaele, 2012). Maria on the contrary
believes that that anxiety should not have a paralysing effect on the learner, as “he has
to believe in him or herself and not be anxious when he does not understand
something and not be afraid to talk, even if he knows that he makes mistakes”. It was
also mentioned by Gregersen and Horwitz (as cited in Dewaele, 2012) that
perfectionists do not take the initiative to speak in class for fear of making the
slightest mistake and that they should adopt a technique that assists in their effort to
overcome it. In the same vein, the interviewee reports that the best policy is to focus
on the gist of the message rather than the unknown parts “I always try to understand
the meaning and not the details of a sentence …”
4.3 Agency
Duff (2012) mentions about agency: “those who typically feel the most in control
over their lives, choices, and circumstances also have the power…they need to
succeed.” (pp. 15-16). In this study, Maria exercises her agency not only by making
choices regarding her learning but also by negotiating her position and identity in
specific social groups.
As far as learning is concerned, agency can be manifested in the form of a
preferred practice on the report of Duff (2012). This kind of preferences however is
sometimes regulated by what is defined as ‘home socialisation’ by Fogle (2012). For
instance, Maria says “my family was always there for me and helped me to learn
English. They didn’t press me, so I had time for myself to read books…” which
means that she has a supportive family environment that encourages her self-reliance
and unlike some of her peers, she is not pushed to conform to rules that she does not
agree with. For example, in the narration of a negative experience with an unfriendly
language teacher she comments: “…she forced us to do things that had no point, for
example we had to learn 200 words in a month and then every time we had tests, in
which most of us failed because we didn’t have time to learn…” Thus, the teacher’s
recommendation to learn words by heart for a vocabulary test is rejected as it is
considered an ineffective learning strategy in favour of a different practice, which is
reading books. This brings to mind Fogle’s (2012) description of the ‘achievement-
oriented’ attitude of the middle-class parents in America, which does not always have
the desirable results that is to use the language effectively ( Pizer et al. cited in Fogle,
2012)
In an EFL context, learners may play various and sometimes contrasting roles,
because according to Norris and Jones (as cited in Fogle, 2012) “agency is ‘always
something that is negotiated between individuals and their social worlds’” (p.26). For
instance, when Maria was asked about situations that have made her feel
uncomfortable, she answers that there are some students who tend to monopolise the
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attention of the class but she manages to deal with it saying “I always want to prove
them that although I am not in the same level as them, I can express my ideas in my
own way”. On the other hand, there are some occasions when she becomes the person
who somehow misbehaves. Talking about her classmates, she admits: “I always have
to say what I believe and sometimes I interrupt them and I feel sorry about it.”
Therefore, she can be compliant with the class rules and uncomfortable on the one
hand when she claims her right to speak in the group of the assertive students but also
unruly and dominating when she does not let her interlocutor speak uninterrupted, on
the other.
Lastly, Maria is a learner who participates actively in classroom activities, which,
as Hawkins (cited in Fogle, 2012) put it, “resonates with the teachers’ and school’s
idea of success.” (p. 23) Maria mentions that when in class it is best to “participate in
discussions and dialogues and also do your homework and try to be there when the
teacher talks and help the others” which seems to be like a good learner’s practice.
According to Fogle (2012), “Agency is closely linked to the construct of identity.” (p.
29) Therefore, in this case Maria appears to have a ‘good learner identity’, which as
research has shown is related to language achievement.
5. Conclusion
In this study, I have presented the findings of research regarding the key concepts
of motivation, personality and agency, I have given the participant’s background and
described the interview and found that the interviewee exhibits different forms of
motivation, which is influenced by various factors. Maria’s personality is another
asset as it was explained and as Brown (cited in Dörnyei, 2005) concluded “successful
learners can combine their personality features to best effect by utilizing their specific
strengths and compensating for their possible weaknesses” (p. 24). Last, the
interviewee is an active member of the class that exercises her agency without being
easily discouraged by infelicitous behaviours.
The limitations that can be pointed out are that this is only a case study, where
some circumstances did not allow for an even more in-depth analysis. Not all topics
can be discussed thoroughly in a 30-minute interview, even though I happen to know
the participant for more than a year. Also, the teacher-student relationship between us
may have affected the sincerity of the answers. One last point is that as Ortega (2009)
mentioned, it is often difficult for teenagers to put words together to describe their
real motives for learning English.
The implications that can be drawn from this study are that it is important to
realise the complexity of the learning situation and the interplay of factors that affect
language achievement as well as the responsibility of the teacher. Maria replies “I
think the main and most important role is played by the teacher and then the other
aspects” when asked about the factors that can help her become a more active member
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of a class. As Duff (2012) remarks “…teachers can play a crucial role by inspiring
students to persist with their L2 development … through the use of engaging and
pedagogically sound instruction.” (p. 22)
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6. References
Dewaele, J. M., & Furnham, A. (2000). Personality and speech production: a pilot
study of second language learners. Personality and Individual Differences, 28,
355-365.
Dewaele, J. M. (2012). Learner-internal psychological factors. In J. Herschensohn &
M. Young-Scholten (Eds.), The Cambridge handbook of second language
acquisition (pp. 159-179.). Cambridge: Cambridge University Press.
Dörnyei, Z. (2001). New themes and approaches in second language motivation
research. Annual Review of Applied Linguistics, 21, 43-59.
Dörnyei, Z. (2005). The psychology of the language learner. Individual differences in
second language acquisition. Mahwah, New Jersey: Lawrence Erlbaum.
Dörnyei, Z. & Ushioda, E. (2009). Motivation, language identity and the L2 self. NY:
Multilingual Matters.
Duff, P. (2012). Identity, agency, and SLA. In A. Mackey & S. Gass (Eds.),
Handbook of second language acquisition (pp.410-426). London: Routledge
Morita, N. (2004). Negotiating participation and identity in second language academic
communities. TESOL Quarterly, 38, 573-603.
Ortega, L. (2009). Understanding second language acquisition. London: Hodder
Education.
Peirce, B. N. (1995). Social identity, investment, and language learning. TESOL
Quarterly 29, 9-31.
Structured overview of all CEFR scales. (2001). Retrieved from
http://www.coe.int/t/dg4/education/elp/elp-reg/cefr_scale_EN.asp?
Wright Fogle, M. (2012). Second language socialisation and agency: Adoptive family
talk. Clevedon: Multilingual Matter.
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7. Appendices
Interviewer: I Participant: P
I: How old are you?
P: I’m 14 years old
I: And what other languages besides English do you know?
P: I speak English, Greek and German
I: Are you equally good at all these languages?
P: I don’t know. I speak better Greek because it is my language and the language I
speak with my friends and family. I think my level in English and German is equal to
each other.
I: Why are you studying English?
P: I was motivated by the whole society here in Greece because English is the lingua
franca and everyone in the world uses this language. So, in order to find a job or to go
to a University I have to know English and because there are many businesses today
and international companies…if you want to work there, you have to know English.
Also, English is a language that is being taught in every school in Greece and you
don’t have the option…if you want it or not, you have to learn this language.
I: Why is English important to you?
P: I want to study abroad…maybe…and I will need English.
I: What is the reason why you would or wouldn’t like to be considered as a member
of the English speaking community?
P: I would like to be considered as a member of the English speaking community.
Actually, I think I won’t have a problem with…communicating with people there and
I think English is an easy language and many books are written in this language, so I
would like to be a member of this community, because I think I will get along well
with people living there.
I: Does this mean that you would like to be considered English rather than Greek?
P: No, I would like to be considered as Greek who can speak English well
I: Would you like to incorporate English in your identity even though you are
considered Greek?
P: No, I would like to have a relationship with people there and create new friendships
or family…I don’t know but I would like to have my identity as a Greek but to be
considered an immigrant who can speak the language well.
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I: What is the most enjoyable part of learning English?
P: I think the most enjoyable part of learning English is speaking and talking with
others. Also, reading texts and books in English because then you can learn how other
people in other countries behave and how their culture is and how they live, their
history…So, I think it’s a great advantage to get in touch with other cultures and
traditions…and the most enjoyable part of learning English is learning about another
culture.
I: Which classroom activities are you particularly fond of? Is it speaking and reading
as you said or are there any other activities as well?
P: I like speaking and reading because someone who likes speaking, likes talking and
exchanging ideas. So, my favourite part is speaking. I would like to speak every time
we have a lesson because it’s the best part and the most interesting one.
I: How has your environment, for example family, language schools or geographic
area helped you develop as a language learner?
P: The environment and the society were the motives to start English. For example,
my family was always there for me and helped me to learn English. They didn’t press
me, so I had time for myself to read books and get in touch with new vocabulary and
grammar and so…I developed as a language learner.
I: Where and how often do you speak English outside the classroom?
P: The only time that I speak English outside the classroom is when I take part in a
club that is called Model United Nations and the hold some conferences and many
people from other lands come, so the official language of the conference is English
and I cannot speak Greek, because the others will not understand me…most of
them…so, this is the only time that I have to speak English but I like it.
I: And how do you feel when something that you read or hear does not make sense?
P: I feel uncomfortable at the beginning but then I try to understand what the other
says or ask questions.
I: So, you don’t feel anxious about it. Do you and why?
P: I am not a native speaker and I will always have difficulties when for example,
someone is an expert in one thing and he’s talking with specific vocabulary but I
always try to understand the meaning and not the details of a sentence and I’m not
anxious about that. I know that he would feel the same as me if he heard me speak in
Greek for example.
I: And how do you feel with this kind of issues? Do you just try to understand or you
ask questions?
13

P: I ask questions actually but not many because I don’t like to push the others and
interrupt the discussion but I mainly ask questions.
I: How would you feel if you had to speak in English with a native speaker? Has this
ever happened and what did you do?
P: Yes, this has happened because I have an aunt that lives in England, so her husband
is a native speaker and I don’t have a problem talking with someone who understands
that I’ m not a native speaker and has to speak more slowly. No, I don’t have a
problem talking with a native speaker.
I: Which character traits of yours have had a beneficial effect on your effort to learn
English and which the opposite?
P: I think I am very conscientious and very ambitious. So, if I want to achieve
something, I always stick to it and try more and more every time, so this has helped
me over the years to get in contact with this language and also I like reading books.
By reading books, I learn new words and new language and then I search the new
words in a dictionary but this year I sometimes get bored when I have to learn new
vocabulary but I try to deal with it.
I: Are there any other character traits that help you learn English?
P: Maybe that I like to be active and speak a lot. So, the fact that I like speaking a lot
may help me because through discussions I learn new things and how to express my
ideas with the right vocabulary.
I: How do you study English at home?
P: Unfortunately, I have to learn vocabulary from the textbook and I have to learn the
words by heart and write them down many times in order to remember them. Also, I
have to practice on grammar a lot but I think the best way to learn English is reading
books and search the words that you don’t know in the dictionary.
I: Apart from reading books, are there any other learning techniques that you employ?
P: Yes, when I want to learn about an issue, for example the war in Syria and be
informed better than the Greek news and websites…deal with the issue. I search on
the BBC or CNN and other websites which are written by English speakers. I read
these articles and information sheets.
I: How familiar are you with the English culture? Are you accustomed to English
speakers and the English culture?
P: I don’t know many things about the English culture. I know the basic ideas of
English culture and basic historical facts but when I read books, I get in touch with
this culture.
14

I: And apart from history, what about the modern English culture?
P: I watch many films which are mainly English or American. So, through these
films, you can understand the lifestyle of someone who lives in England or the USA
and you can see many aspects of his or her life. So, through movies or music, because
there are new songs every day in English…they are very popular…I get in touch with
the culture.
I: Apart from watching films or listening to music, do you chat with or talk to English
speakers? In what other ways do you include English in your everyday life?
P: I don’t have any other ways, apart from reading books, listening to music, watching
films or talking to people who are from other countries.
I: You mean in that club right? Do you want to tell me more about this club?
P: So, it is the Model United Nations and adolescents from many countries of the
world go to conferences, which function like the real United Nations, so they have
committees, for example political, disarmament, environmental…and everyone is a
member of a team, which represents one country and everyone goes to a committee
and has to find solutions to problems according to his country’s policy.
I: So, it’s like a role-play. Do you work in groups or is it individual work?
P: In each committee there are 70 to 80 people and every country takes the floor and
states the opinion of a country about an issue and people from the committee can ask
questions to the speaker and all together have to work in order to create a resolution
which will or will not pass…which includes the possible solutions to the issue.
I: What do you think about the English culture and its speakers?
P: I think we have to separate England and USA because for example the ones who
live in the USA have a different culture from these who live in England. So, I think
it’s a great culture, because the USA can control the rest of the world. It’s a great
economic power and maybe they don’t have an ancient culture as Greeks have but the
last centuries, the last 500 years they have developed, they took part in many
inventions and modern society has benefited from these two countries, the USA and
England. So, I really admire them as cultures because they have helped the world to
develop.
I: What would you say about the people of these countries?
P: Because of globalisation, we don’t have a main difference with these people in our
lifestyles and how we behave. I like those who speak English…I like the ones who are
from the USA, because the ones who are from England talk very fast but I think they
are the same as we are.
I: How can a language learner become more responsible for their own learning?
15

P: Everyone, even if there is a teacher or a language school is responsible for how he
works, how he behaves and how he can deal with things, so when someone is in a
language school, he has to do his homework, he has to practice a lot in order to reach
a level and I think the main responsibility falls on those who learn the language and
not on those who teach it.
I: What initiatives can a learner take to improve their English?
P: He has to practice more and more every day, he has to be ambitious, he has to
believe in him or herself and not be anxious when he does not understand something
and not be afraid to talk, even if he knows that he makes mistakes, because everyone
makes mistakes but the only way to correct these mistakes is to talk and see if the
others think you’re wrong. So, you can understand from the reactions.
I: How do you think you can participate in class? What different ways are there?
P: The best way to participate in class is to participate in discussions and dialogues
and also do your homework and try to be there when the teacher talks and help the
others and cooperate with others, because with cooperation you learn from the others’
mistakes and your mistakes. The best way is not to be afraid to talk and speak your
mind
I: How do you deal with mistakes that you make? What do you do?
P: I don’t become nervous, I know that I will make it better the next time. So, I say
excuse me or I don’t know and move on.
I: What do you think your profile is in the English classes? For example, some people
are more talkative than others, some people just remain silent and other people are
something in between.
P: I don’t like to remain in the back, I don’t like remaining silent, I can’t stand this,
and I can’t be silent for a minute. So, I want to be an active student and a talkative
student. I always participate in discussions, even if I don’t feel good, because when I
participate in these discussions I wake up.
I: Has your behaviour changed over the years? Were you always like that?
P: The first two years that I learnt English, I wasn’t comfortable, because there were
others who had already started learning English before me. I heard them and I was
saying to myself ‘You cannot participate, because you are not in the same level as
them’ but then I understood that this was the only way to become better, so the last
three years, I am an active member of the class.
I: What do others say about you, for instance peers and teachers?
P: Maybe some students do not feel very comfortable, because I am not very good in
discussions, because I always have to say what I believe and sometimes I interrupt
16

them and I feel sorry about it. This is not my fault. They feel I don’t let them express
themselves because I judge them, because I insist on my opinion.
I: Is there anything else that they say?
P: No, my peers make me feel that they want to cooperate with me.
I: What problems could affect your participation in class?
P: The only fact that can affect my participation in class is when, for example I have a
headache or I am sick, but I try to be active because it makes me feel better. So, there
are not many reasons apart from not feeling good and unhealthy that could affect my
participation.
I: How can certain people or situations make you feel an inadequate language user?
P: There are people that are very selfish and they always want to control the others
and I don’t like that but I always want to prove them that although I am not in the
same level as them, I can express my ideas in my own way and this is the only time
that I may feel uncomfortable as a language learner.
I: What do you do when you do not feel welcome or you do not feel confident to
participate in a class discussion and why?
P: I have never felt like this but if I did, I would just turn silent and look at the others
who were talking but in the first chance I would start talking.
I: Why would you do that?
P: Because I want to be part of the group and the class and I cannot stand being alone
or not a part of something. I like being with other people and I ‘m not a loner.
I: What positive or negative incidents have had an impact on you as a language
learner so far?
P: Last year I had a teacher in school that was a little bit nervous. She didn’t have a
suitable language level, her accent was not understandable and so no one in class
could understand what she was saying. She spoke a language between English and
French and I was feeling uncomfortable, because I was in a class that there were many
other students that were much better in English than I was and they also felt
uncomfortable and she forced us to do things that had no point, for example we had to
learn 200 words in a month and then every time we had tests, in which most of us
failed because we didn’t have time to learn and she wanted us to learn words by heart.
When someone forgot a word, she got angry. She didn’t like speaking, so she moved
on to exercises and we were not discussing texts and the worst characteristic that she
had was that she couldn’t make the class to be silent and she couldn’t control the
students, so we were doing what we wanted and she didn’t care about it.
17

I: Are there any positive experiences?
P: I think that all the other experiences were positive. After that I understood the value
of the other teachers.
I: How can the teacher, classmates and school environment encourage you to take up
a more active role in class?
P: I think that the school environment does not play a vital role let’s say but the
teacher has to motivate you and has to be there for you and not judge you. There are
many teachers that judge you in front of the class. I wouldn’t have a problem but there
are many students that don’t like that and feel ashamed of their mistakes. They do not
try to make things better and they make them hate the lesson and the language, so I
think the teacher has to stand by the students and always motivate them, talk to them
and make them feel comfortable in class and not judge them. There are many
classmates that judge your opinion and do not work as civilised people. They try to
make you believe that their opinion is the right one and do not respect what you say
and for example, when you speak, they yell at you, they judge you and they do not
wait for you to stop talking and finish what you are saying but I think that if the
teacher can control the students, they will stop it. I think the main and more important
role is played by the teacher and then the other aspects.
18

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