Student characteristics, teaching methodology and satisfaction with adult english as a second language programs in the Thunder Bay area

Abstract

This research suggests that adult ESL programs are quite successful. Most students have positive attitudes towards English study and share positive feelings in class. They take an active part in classroom activities and have made progress in their English acquisition. The research was conducted among 94 adult ESL students and their ESL teachers in the Thunder Bay Area. Most of the participants are immigrants from Europe, Asia and South America. They are presently studying in adult ESL programs provided in schools, an adult education centre and a college. A questionnaire survey was used to gather information for this correlational study. The expectations were that student achievement is related to their education, age, pre-course English proficiency, origin, classroom behaviours, feelings in class, motivation, confidence or anxiety level. Results indicate that higher pre-course English proficiency, younger age, low anxiety level, active participation and positive feelings in class are closely related to higher achievement level. Students who had high education levels tend to have higher pre-course English proficiency and motivation levels, and spend more time in ESL class. No significant differences are found between different origins in motivation, attitude, classroom behaviour and achievement.