A Study of Learners’ Factors and Second Language Learning: A Report on Affective Variables and English Development in an Overseas Intensive English Program

Takahiro Isoda

It is widely known that learners’ factors which consist of various affective and cognitive variables influence their second language development. This study examines (a) English development of 33 Japanese college students who attended a one-month intensive English program in America and changes of their affective variables, (b) the relationship of the affective variables to their English growth during the program.

The data obtained from T-tests showed that the students’ English proficiency significantly improved and they acquired good social skills and became more extroverted and confident. However, no significant difference was found in motivation, attitudes toward Americans or foreign language study.

Based on the Peason’s correlation coefficients, it was found that there was a significant correlation among listening, structure/reading, and total average score both before and after the program. Although it was confirmed that the students who had better English ability showed positive attitudes towards Americans and studying English before the program, but this relationship was unexpectedly not found after the program ended.