Investigating the Relationship between Cultural Dimensions of Learning and English Language Proficiency

Autor/in	Lieb, Margaret M.
Titel	Investigating the Relationship between Cultural Dimensions of Learning and English Language Proficiency
Quelle	In: TESL-EJ, 24 (2019) 2, (22 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1072-4303
Schlagwörter	English (Second Language); Language Tests; Second Language Learning; Language Proficiency; Second Language Instruction; Foreign Countries; Cultural Differences; College Freshmen; Interpersonal Relationship; Epistemology; Preferences; Learning Theories; Student Attitudes; Correlation; Scores; Cognitive Style; Japan; Test of English as a Foreign Language + Suchen Sie Ihr Suchwort? English as second language; English; Second Language; Englisch als Zweitsprache; Language test; Sprachtest; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Fremdsprachenunterricht; Ausland; Kultureller Unterschied; Studienanfänger; Interpersonal relation; Interpersonal relations; Interpersonelle Beziehung; Zwischenmenschliche Beziehung; Erkenntnistheorie; Learning theory; Lerntheorie; Schülerverhalten; Korrelation; Cognitive styles; Kognitiver Stil
Abstract	English proficiency is valued in Japan for its facilitation of participation in the international community. However, average proficiency remains low despite strategic efforts of Japan's Ministry of Education. Based on research indicating that culture may impact learning, this quantitative study investigated the impact of culture on English proficiency among 119 freshman Japanese students at a Japanese university. The Cultural Dimensions of Learning Framework (CDLF) (Parrish & Linder-VanBerschot, 2010), based partly on Hofstede's cultural dimensions theory, was used to measure cultural learning preferences categorized as social relationships, epistemological beliefs, and temporal perceptions. English proficiency was determined through self-reported TOEFL ITP scores, and a correlational, explanatory design was used, which investigates the association between two variables. No strong preferences were found for six out of eight cultural learning preferences, and no statistically significant relationships were discovered between cultural learning preferences and TOEFL ITP scores. The findings may be indicative of diversity in learning approaches and/or limitations in the instruments, while preferences for social relationships may impact social interaction, not measured by TOEFL ITP. As such, the findings solidify the argument for reporting non-significant data, which mandates a critical evaluation of current thinking about the complex and multifaceted relationship between culture and language proficiency. (As Provided).
Anmerkungen	TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01