Language, Identity and the Digital Realm

Language, Identity and the Digital Realm

Investigating Multiple Dimensions of Children’s Literacy Interests in Learning English

Document Type : Original Article

Authors
1 Department of English Language and Literature, University of Mazandaran, Babolsar, Iran
2 Department of English Language and Literature, Faculty of Humanities and Social Sciences
3 Department of Linguistics, The University of Utah, in Salt Lake in city of Utah, United States
Abstract
Investigating factors associated with English as a Foreign Language (EFL) children’s successful acquisition of early literacy skills plays a substantial role in their later reading achievement. To this end, this study examined the relationship between children’s literacy interest in English language learning and factors that may affect this significant research topic (family literacy activities, parents’ reading beliefs, and parents’ educational expectations). To this aim, we used a sequential mixed-methods design for this study. We administered four questionnaires to 105 parents, followed by observations of nine classes and face-to-face semi-structured interviews with 15 EFL children aged 3 to 5. The results indicated a strong relationship between family literacy activities, parents’ reading beliefs, and children’s literacy interests. However, parents’ educational expectations were not correlated with children’s literacy interest in English language learning. The findings of this study imply that teachers should consider the literacy interest factors which contribute to children’s English learning.
Keywords

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