External Factors on Language Learning: How do Dutch L2 Speakers of English Experience External Influences while Learning English?

Language learning has been a widely researched topic for many years. Most research that has been done on language learning focuses on the impact of external factors on language proficiency. However, no research has been done on the personal experiences of language learners and how these learners perceived these influences during this process. Therefore, this thesis researched the perceived impact of external influences on learners of English in the Netherlands, focusing on the perceived influences of education, engagement with media and participants’ own added perceived influences. This information can be helpful for educators and learners alike. The perceived impact of external influences was investigated with a thematic analysis of semi-structured interviews using deductive and inductive coding. This study recruited recently graduated participants (1-4 years post-graduation) with different educational tracks. The interviews showed that Dutch participants with English as their...Show moreLanguage learning has been a widely researched topic for many years. Most research that has been done on language learning focuses on the impact of external factors on language proficiency. However, no research has been done on the personal experiences of language learners and how these learners perceived these influences during this process. Therefore, this thesis researched the perceived impact of external influences on learners of English in the Netherlands, focusing on the perceived influences of education, engagement with media and participants’ own added perceived influences. This information can be helpful for educators and learners alike. The perceived impact of external influences was investigated with a thematic analysis of semi-structured interviews using deductive and inductive coding. This study recruited recently graduated participants (1-4 years post-graduation) with different educational tracks. The interviews showed that Dutch participants with English as their second language (L2) perceived primary education to be of no influence because the participants received so little training during their primary education. Secondary education was perceived as incredibly helpful; additionally, it was perceived as rather boring. The influence of tertiary education depended on the subject of the degree rather than the participants' education level. Media engagement was perceived as a helpful tool that could add extra context and input to the training received during education. Negative influences of engaging with media pertained to content being generally addictive and desensitising to the real world. Media was also perceived as untrustworthy concerning the correctness of the language that is produced online. The oral proficiency of the 3 participants was also investigated by deductive coding of the transcripts using Communication Strategies (CS. These results were compared with the self-reports on their speaking abilities. This revealed that participants had a surprisingly accurate view of their speaking skills.Show less

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External Factors on Language Learning: How do Dutch L2 Speakers of English Experience External Influences while Learning English?