The role of individual difference factors among early, middle and late immersion undergraduate ESL learners

Abstract

Numerous investigations on the impact of individual difference factors on second language learning are being carried out to improve the effectiveness and productivity of the language learning-teaching process. Therefore, with the recent categorization of ESL learners at Indian colleges and universities into early, middle and late immersion students, this study examines the effect of individual difference factors (self-efficacy, anxiety, willingness to communicate, culture, human (peers', teachers' and parents' motivational influence) and their interrelatedness with the learners' motivational intensity as well as English proficiency on each group of immersion learners. A structured, self-report questionnaire was administered to over three hundred and fifty-eight students in different colleges. Participants were classified into different immersion groups based on the number of years they had studied either in English or in Vernacular medium high school. Apart from low motivational intensity recorded among early immersion students, the inferential statistics show a moderate positive correlation between motivational intensity and other motivational variable factors such as self-confidence and human (teachers', parents' and peers' motivational influence). The correlational analysis also suggests the positive impact of self-confidence and intrinsic motivation on learners' English proficiency enhancement. I discuss several potential interpretations for findings and implications for L2 language pedagogy and research.