Page 119 - Getting of the fence

Student motivation in the EFL literature lesson
correlations between the Language factor and level of engagement as well as disaffection indicates that whether or not students find the Language factor important, this does not seem to have an impact on their levels of engagement or disaffection.
We also analysed whether there were significant correlations between the three factors. As Table 5.5 shows, there is a medium positive significant correlation between the Personal Development factor and the Literature factor (r = .412, p < .000) and a small significant correlation between the Personal Development factor and the Language factor (r = .286, p < .000). This indicates that students who find the Personal Development factor important, generally also find the other two factors important. The lack of significant correlation between the Language factor and the Literature factor indicates that whether or not students value the Language factor, it does not appear to impact how they value the Literature factor (and vice versa).
To summarise, Dutch secondary school students indicate that they believe 5 the Language factor in EFL literature lessons is very important (M = 3.44 on a scale
of 1-4). These students are emotionally and behaviourally moderately engaged and
disaffected during the EFL literature lessons. The correlation analysis revealed that
whenever students value the Literature factor highly (M = 2.56) they also show a
high level of engagement and a low level of disaffection.
5.5 Discussion
In this chapter we explored Dutch secondary school students’ motivation in EFL literature lessons. More specifically, we explored to what extent students are engaged during EFL literature lessons, to what extent they value EFL literature, and whether there are any relationships between these two components.
Our results indicate that the way students view EFL literature lessons differs from our interpretation, represented by the Comprehensive Approach, which was validated with Dutch secondary school EFL teachers (Chapter 2). An exploratory factor analysis resulted in three factors instead of the original four factors of the Comprehensive Approach, leading us to identify two prominent differences. The first difference is that from a student perspective, the Text and Context approaches within the Comprehensive Approach seem to be considered as one (the so-called Literature factor). Secondly, the element ‘Language development and variety’,
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