The motivations of learning English as a second language: A case study of Francophone undergraduate students at the Université du Québec à Chicoutimi
Bibliographic record
Abstract
This study focuses on Francophone Undergraduate students at the Universite du Quebec a Chicoutimi (UQAC) and their perspectives surrounding learning English as a second language (ESL). The purpose of this study was to explore the motivation and justifications of these students in learning English, one of the official languages of their country as well as the current global language. This study also sought to determine the influence of various factors such as the role of family and surrounding people, Quebecer identity, media resources and translation devices on ESL motivations. This study was conducted in two phases, via an online survey and a follow-up online interview. In the first phase, all the undergraduate students of UQAC, regardless of their program of study and ESL proficiency, were invited to respond to an online questionnaire. Out of the 37 respondents, five were selected to participate in the second phase, the follow-up interview. Results of both phases of the study were analyzed via in-depth case studies and a thematic content analysis. Emergent themes were analyzed and compared with corresponding concepts addressed in the literature review of this study. This analysis indicated that the participants are motivated to pursue ESL acquisition, given that this skill accords and accommodates their future communication needs. Participants were further asked about their preferred methods of learning ESL, which were compared with the ESL education they received in the Quebec school system. Shortcomings of ESL programs in schools were discussed and pragmatic recommendations were offered regarding enhancing ESL students’ experiences and success. Ce memoire porte sur l’acquisition de l’anglais langue seconde (ALS) par des etudiants.es francophones de premier cycle de l’Universite du Quebec a Chicoutimi (UQAC). Le but de cette etude etait d’explorer la motivation et les justifications de ces etudiants dans l’apprentissage de l’une des langues officielles de leur pays ainsi que des langues en general. Cette etude visait egalement a determiner l’influence de divers facteurs tels que le role de la famille et l'entourage, l’identite quebecoise, les ressources mediatiques et les appareils de traduction sur les motivations de l’ALS. Cette etude a ete menee en deux phases, au moyen d’un sondage en ligne et d’un entretien en ligne de suivi. Au cours de la premiere phase, tous les etudiants.es de premier cycle de l’UQAC, peu importe leur programme d’etudes et leur maitrise de l’anglais langue seconde, ont ete invites a repondre a un questionnaire en ligne. Des 37 repondants, cinq ont ete selectionnes pour participer a la deuxieme phase, l’entretien de suivi. Les resultats des deux phases de l’etude ont ete analyses avec la methode d’etude de cas approfondie et de l’analyse thematique du contenu. Les themes emergents ont ete analyses et compares aux concepts correspondants abordes dans la revue de la litterature de cette etude. Cette analyse a revele que les participants sont motives a poursuivre l’acquisition de l’ALS, etant donne que cette competence est conforme a leurs besoins futurs en matiere de communication. Les participants ont egalement ete questionnes sur leurs methodes d’acquisition de l’ALS et ces methodes ont ete comparees aux programmes traditionnels d’ALS offerts dans les ecoles. Les lacunes des programmes d’ALS dans les ecoles ont ete discutees et des recommandations pragmatiques ont ete formulees concernant l’amelioration des programmes.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.004 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.018 | 0.004 |
| Scholarly communication | 0.005 | 0.001 |
| Open science | 0.002 | 0.003 |
| Research integrity | 0.002 | 0.002 |
| Insufficient payload (model declined to judge) | 0.004 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".