Attitudes and anxieties of business and education students towards English: some data from the Basque Country

Full Terms & Conditions of access and use can be found at https://www.tandfonline.com/action/journalInformation?journalCode=rlcc20 Language, Culture and Curriculum ISSN: 0790-8318 (Print) 1747-7573 (Online) Journal homepage: https://www.tandfonline.com/loi/rlcc20 Attitudes and anxieties of business and education students towards English: some data from the Basque Country Alaitz Santos, Jasone Cenoz & Durk Gorter To cite this article: Alaitz Santos, Jasone Cenoz & Durk Gorter (2018) Attitudes and anxieties of business and education students towards English: some data from the Basque Country, Language, Culture and Curriculum, 31:1, 94-110, DOI: 10.1080/07908318.2017.1350189 To link to this article: https://doi.org/10.1080/07908318.2017.1350189 © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group Published online: 16 Jul 2017. Submit your article to this journal Article views: 3326 View related articles View Crossmark data Citing articles: 3 View citing articles Attitudes and anxieties of business and education students towards English: some data from the Basque Country Alaitz Santos a , Jasone Cenoz a and Durk Gorter a,b a Faculty of Education, Philosophy and Anthropology, University of the Basque Country (UPV/EHU), DonostiaSan Sebastián, Spain; b Ikerbasque, Basque Foundation for Science, Bilbao, Spain ABSTRACT The aim of this article is to focus on university students’attitudes towards English and their anxieties concerning the use of English in the Basque Country, a multilingual context where exposure to English is limited but internationalisation is an important aim. Participants were 360 undergraduate university students of business (N= 180) and education (N= 180) at the University of the Basque Country. The results of the questionnaires indicate that business students had a more positive attitude(s) towards English than education students. The findings also indicate that female business students have a relatively positive attitude in comparison to male business students but also a higher level of anxiety. The results are discussed as related to the situation of English-medium instruction in Southern European bilingual areas and previous studies on gender, attitudes and anxiety. ARTICLE HISTORY Received 30 March 2017 Accepted 27 June 2017 KEYWORDS Higher education; English; attitudes; anxiety; gender Introduction The use of English as a lingua franca has spread all over the world as a result of globalisation (Alcón & Michavila, 2012; Coleman, 2006). However, the spread of English is not uniform and that is reflected in the differences in levels of proficiency. The English proficiency (EF) ranking, compiled using data from over 900,000 adults from 70 countries, identifies Sweden, the Netherlands, Denmark, Norway and Finland as the countries where the highest scores in English are obtained (Education First, 2015). In some European Countries such as France, Italy and Spain the scores are below European Union averages. The Eurobarometer (2012) pointed out that only 22% of the Spanish population was able to have a conversation in English, a very low rate compared to other European countries such as the Netherlands, Sweden and Denmark where approximately 90% of the participants reported that they could have a conversation in English. Universities have been influenced by internationalisation policies which lead to an increase of foreign students, exchange programmes and staff mobility. Internationalisation has become a priority for many universities in Europe and the use of English is promoted to attract international students and researchers from other countries (Airey, Lauridsen, © 2017 The Author(s). Published by Informa UK Limited, trading as Taylor & Francis Group This is an Open Access article distributed under the terms of the Creative Commons Attribution-NonCommercial-NoDerivatives License (http://creativecommons.org/licenses/by-nc-nd/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited, and is not altered, transformed, or built upon in any way. CONTACT Alaitz Santos [email protected]s, [email protected] LANGUAGE, CULTURE AND CURRICULUM, 2018 VOL. 31, NO. 1, 94–110 https://doi.org/10.1080/07908318.2017.1350189 Räsänen, Salö, & Schwach, 2015). As English is the main language of science and technology as well as the global lingua franca of academia, its use as the medium of instruction is becoming increasingly more common all over the world (see e.g. Dimova, Hultgren, & Jensen, 2015; Hu & Lei, 2014; Mauranen, Hynninen, & Ranta, 2010; Torres-Olave, 2012). In Europe, the spread of English as a Medium of Instruction (EMI) has been reinforced by the increased mobility associated with the development of the European Higher Education Area. A recent study by the Academic Cooperation Association (ACA) on EMI in Europe lists the following main reasons to justify EMI (Wächter & Maiworm, 2014): .Need to raise the international profile of the institution .Abolition of language obstacles for the enrolment of foreign students .Improvement in the international competences of domestic students .Compensation for financial shortfalls by increasing enrolment and income .Brain gain by recruiting international academic staff .Altruistic motive(s) in contributing to development An additional reason that is more often expressed by universities in Southern Europe is the importance of improving students’English language proficiency (Cenoz, 2009; Costa & Coleman, 2013; Fortanet, 2013). This study aims at exploring the attitudes and anxieties of business and education students towards English in the Basque Country, a multilingual context where exposure to English is limited but internationalisation is an important aim of the university. Background to the study Similar trends and different rates in EMI EMI in higher education is spreading all over Europe but there are important differences when Northern Europe and Southern Europe are compared and there are also remarkable differences across disciplines. Wächter and Maiworm (2014) use three indicators to estimate the differences in EMI in higher education: the percentage of institutions offering EMI, the proportion of programmes provided in English and the number of students enrolled in EMI programmes. The rankings for the countries with the most and the least provision of EMI based on the combination of the three indicators can be seen in Table 1. Table 1. Ranking of countries according to EMI in European higher education. Countries high in the rankings Countries low in the rankings Netherlands 1 Poland 18 Denmark 2 Slovak Republic 18 Sweden 3 Italy 20 Finland 4 France 21 Cyprus 5 Turkey 21 Switzerland 6 Spain 23 Lithuania 7 Portugal 24 Latvia 8 Romania 25 Austria 9 Greece 26 Norway 9 Bulgaria 27 Croatia 28 Source: Adapted from Wächter and Maiworm (2014, p. 47). LANGUAGE, CULTURE AND CURRICULUM 95 The highest and lowest scores in the ranking provide an indication of the differences among countries in Europe. The data on the percentage of institutions offering EMI in different countries are also remarkable. Half or more of the institutions offer EMI in countries such as Finland, Sweden, the Netherlands and Iceland, the percentage reaching 80% in the first two. The proportion of institutions offering EMI is around 20% or lower in countries such as Spain, Greece, France, Bulgaria, Italy, Croatia and Portugal (see Wächter & Maiworm, 2014). Similar differences have also been pointed out by Hultgren, Jensen, and Dimova (2015) when looking at master’s programmes entirely or partly in English: ‘There is a rather striking north–south divide with the Nordic and Baltic states having a higher proportion of Englishmedium master’s programmes per 100,000 inhabitants than Southern Europe’(p. 3). Comparing 11 European countries, Hultgren et al. (2015, p. 4) report that there are nine master’s programmes in English per 100,000 inhabitants in Iceland, 7.9 in Sweden and 6.5 in Denmark, yet the average is less than 1 in Germany, Spain, Italy, Turkey and Croatia. The spread of EMI in Europe has been the subject of some debate. Kuteeva and Airey (2014) discuss the need to preserve the use of Swedish in academic contexts, because English is widely used in Scandinavian universities. Mortensen (2014) refers to the fear of ‘domain loss’derived from the increased use of English in higher education in Denmark. The idea that some languages will be excluded from high level academic domains at the expense of English is discussed in countries where the national languages are not very strong in demographic terms and also in some bilingual and multilingual regions where minority languages are spoken. Another characteristic of EMI is that it is not spread in a uniform way across disciplines. The differences across disciplines can be observed in the distribution of English-taught master’s degrees in Europe (Brenn-White & Faethe, 2013).Twenty-eight per cent of the master’s programmes in business and economics are taught through the medium of English while the percentages are much lower in applied sciences, professions and arts (7%) and humanities and art (8%). Bolton and Kuteeva (2012) reported the results of a survey conducted at Stockholm University. Participants were a total of 4524 students, 3277 undergraduates and 1247 master’s degree students. They found that EMI was more widespread in science and social sciences than in humanities and law. EMI was used more at the master’s level than at the undergraduate level. Kuteeva and Airey (2014) also reported the differences in the number of PhD theses in English across disciplines in Sweden. The highest percentages can be found in science, medicine, technology, philosophy and economics, and the lowest in education, arts, religion and history. The differences among disciplines can also be found in other universities such as the University of the Basque Country, where the study reported here was conducted. Attitudes towards EMI, anxiety and gender The differences across disciplines also affect attitudes towards EMI. For example, Bolton and Kuteeva (2012) reported in the survey conducted at Stockholm University that students generally supported English-medium courses, although the results were more mixed for humanities. Airey et al. (2015) considered the results of several studies on lecturer and student attitudes in higher education and concluded that there are important differences across disciplines. 96 A. SANTOS ET AL. There are mixed feelings regarding the implementation of EMI in Southern Europe, where it is usually optional. Campagna and Pulcini (2014) discuss the situation in Italy where the use of EMI in some institutions is strongly contested. One of the main challenges is the level of English language proficiency held by teaching staff and students in countries such as Italy and Spain. Costa and Coleman (2013) reported on the results of a survey conducted in 38 Italian universities. Their findings indicate that the faculties where EMI is most widespread are Economics and Engineering and that the experience of teaching through the medium of English is positive. An additional challenge is that English is a third language in some bilingual areas, such as Catalonia, Valencia and the Basque Country in Spain. In these regions, the challenge of implementing EMI is even greater. Firstly, the level of EF is more limited than in Northern Europe and what is more, English can potentially be seen as growing at the expense of the minority language. The official use of the minority language in higher education has been promoted by language policies developed since the 1980. These policies have encouraged the use of Basque and Catalan for teaching and research at all levels of higher education. Soler-Carbonell and Gallego-Balsà (2016) reported how Catalan is the main language of instruction at the University of Lleida in Catalonia at the undergraduate level, but that English is becoming stronger at the graduate level. The main language for doctoral dissertations is Spanish (60.2%) while the percentages for theses written in English (18%) and Catalan (20.7%) are similar. Block (2016, p. 108) concluded that ‘it is English, and not Spanish, which poses the most serious long-term threat to efforts to make Catalan the dominant vehicular language in the upper echelons of HE (the writing of MA dissertations and PhD theses)’. Llurda, Cots, and Armengol (2013, p. 218) conducted a study on students who participated in an EMI programme at a Catalan university and reported their positive attitudes but pointed out that these attitudes are not necessarily ‘representative of the overall student body, which would probably be more critical of any policy attempting to increase the presence of English in the academic context’. Another interesting point is that students expected to be able to choose the language of the course, so taking some courses in English was not compulsory. They wanted courses offered in English to also be available in Catalan and/or Spanish. Students gave as their main reason for choosing a course taught in English the possibility to improve their language skills. Regarding the implications of internationalisation for Catalan, Garrett and Gallego Balsà (2014, p. 371) reported mixed attitudes on part of 150 local students at the University of Lleida. The worry about the using Catalan less often can be seen in the following comment: Crec que el català pot sortir perjudicat. Si vénen estudiants de fora segurament sabran anglès i també castellà, però no el català. Això fa que s’hagi de canviar el català pel castellà i per tant el catatlà s’usa molt menys. [I think Catalan could be damaged. If foreign students come, they will probably know both English and Spanish, but not Catalan. This means that we have to switch to Spanish, and therefore, Catalan is used much less.] (2014, p. 371) Fortanet (2013) conducted a study at the University Jaume I of Castelló in the region of Valencia. She reported some negative attitudes towards EMI but also towards Spanish and Catalan by some students. Similarly, Doiz, Lasagabaster, and Sierra (2013) found that a number of students do not have a positive attitude towards EMI in the Basque Country where English is also a third language. They gave two different reasons for LANGUAGE, CULTURE AND CURRICULUM 97 these attitudes: the lack of confidence about their proficiency in English and the negative effect that the increasing presence of English can have on Basque. Larrinaga and Amurrio (2015) conducted a study among academic staff and reported that EMI can cause concern and mistrust because of ‘the possible reduction and dissolution of the teaching space won for the minority language’(p. 165) but other participants did not see EMI as a threat. The potential effect of English on Basque can also be felt in online discussions. Zabala Unzalu (2015) explains that there are positive aspects in internationalisation and using English in doctoral theses but she also expresses her worry about its implications for the Basque language: Joera horrek ondorioak ditu euskararen erregistro akademiko-profesionalen garapen eta finkapenean …..Beste hizkuntzen erregistro espezializatuen galera edo garapen eza da ingelesak komunikazio akademiko-profesionalean duen lingua franca moduko erabileraren albo-kalteetako bat. [This trend has consequences for the development and consolidation of the academic-professional register in Basque …. The loss or poor development of specialized registers of other languages is collateral damage resulting from the use of English as a lingua franca in academic-professional communication.] In spite of the worries about minority languages, attitudes towards EMI are quite positive in many countries in Southern Europe where EMI is usually optional. However, as the level of proficiency in English is lower than in Northern European countries, EMI could potentially imply a higher level of anxiety than in countries where there is more exposure and more opportunities to use English. Foreign language anxiety is a complex multidimensional construct that can influence the process of learning a foreign language. Horwitz, Horwitz, and Cope (1986, p. 128) defined foreign language anxiety as ‘a distinct complex of self-perceptions, beliefs, feelings, and behaviours related to classroom language learning arising from the uniqueness of the language learning process’. Dewaele and MacIntyre (2014) found that students with a higher competence level in the foreign language have lower levels of foreign language classroom anxiety and higher levels of foreign language enjoyment. Santos, Cenoz, and Gorter (2015) also reported significant differences in communicative anxiety between participants who have different levels of proficiency in English among young adults in the Basque Country. These results confirm previous studies that have associated English language proficiency with higher levels of anxiety in other contexts (see, e.g. Liu, 2006; Thompson & Lee, 2013). Another interesting factor when analysing EMI in higher education is gender because of its potential effect on attitudes and anxiety. In general terms, female learners’attitudes towards foreign language learning are more positive than male learners’attitudes (Jiménez Catalán, 2003) but their level of anxiety is higher (Cheng, 2002; Dewaele, MacIntyre, Boudreau, & Dewaele, 2016; Lien, 2011;Öztürk & Gürbüz, 2013; Park & French, 2013; Thompson, 2015). More positive attitudes towards foreign language learning have been associated with female students. Koul, Roy, Kaewkuekool, and Ploisawaschai (2009) carried out a study at two universities and a vocational college in Thailand. They found that females not only had higher levels of instrumental motivation and language proficiency but that they also ‘had significantly higher levels of perceived foreign language anxiety than males although previous research has noted that males are less likely to admit anxiety than females’(p. 685). Park and French (2013) conducted a study on university students taking an English conversation course in Korea and found that female 98 A. SANTOS ET AL. students self-reported higher levels of anxiety than male students. Öztürk and Gürbüz (2013) carried out a study among university students in Turkey and reported that both female and male university students experience communicative anxiety, with female students being more motivated but also more anxious than male students when communicating in English. Dewaele et al. (2016) found that females felt more worried about errors and less confident when using the foreign language but they also showed more interest and enjoyment in the foreign language classroom. The study conducted by Gargalianou, Muehlfeld, Urbig, and Van Witteloostuijn (2015) in a business school at a Dutch university discusses the higher level of anxiety presented by female students by explaining the complex relationship between anxiety and personality and also the differences between males and females in willingness to admit to anxiety. EMI at the University of the Basque Country The University of the Basque Country is the largest university in the Basque Autonomous Community and its official languages are Basque and Spanish. This implies the right to use either of those languages to teach and learn in Basque or Spanish, and to publish and conduct research in either of the two languages (Cenoz, 2012). Nowadays approximately half of the undergraduate students have Basque as the language of instruction and the other half Spanish. The Multilingualism Plan approved in 2005 added the possibility of using a foreign language as well (Cenoz & Gorter, 2012). The plan aims to improve students’proficiency in a foreign language (mainly English) in order to have access to academic information, mobility and better work/career prospects. It also aims at attracting foreign students and academic staff. The spread of EMI is quite modest when compared to universities in Northern Europe. In the year 2015/2016 there were 277 courses being taught in English at undergraduate level, which is a very small number compared to the total number of courses at the university. In 2014–2015, out of 33,085 undergraduate students, a total of 4200 (12.7%) were enrolled in the multilingualism programme but there are substantial differences across disciplines. Business studies and economics offer a total of 79 courses in English while education offers only eight subjects apart from the specific courses to specialise as an English language teacher. Seventeen of the 100 master’s programmes offered by the university are either partially or completely taught through the medium of English. In the year 2015 over half of the PhD theses were in Spanish (61%) but the percentage of theses in English is increasing (30.9%) while the percentage in Basque is lower than in the other two languages (8.1%). The differences across disciplines are also remarkable: 91.2% of the theses in English were in science, engineering and technology and health science while only 8.8% were in social science and humanities. It is difficult to know to what extent EMI will spread in the future in contexts such as the Basque Country due to the confluence of several elements. Proficiency and exposure to the English language are limited in comparison to countries in Northern Europe but the differences between disciplines are also prominent. These elements, together with the use of two other languages, Basque and Spanish in higher education, may contribute to the development of specific attitudes towards English and could potentially result in high levels of anxiety concerning its use. This study aims at exploring the attitudes and anxieties of business and education students towards English. These two disciplines LANGUAGE, CULTURE AND CURRICULUM 99 were chosen because they correspond to the biggest differences in the implementation of EMI at the University of the Basque Country. The study also looks at the differences between male and female students. The research questions are the following: RQ1. Do university students majoring in business and university students majoring in education have different attitudes towards English? RQ2. Do university students majoring in business and university students majoring in education have differences in communicative anxiety? RQ3. Are there differences in attitudes and anxiety between male and female students? Methodology Participants This study includes 360 participants, 214 female (59.4%) and 146 male (40.6%). The mean age of the participants was 20.3 years (SD = 2.7). Half of the participants (N= 180) were university students majoring in business (50.6% male and 49.4% female) and the other half (N= 180) were university students majoring in education (30.6% male and 69.4% female). Both groups were undergraduate students in their second or third year at the University of the Basque Country. Business students were taking part in the Multilingual Plan and took one or more subjects through the medium of English. With regard to the linguistic repertoire of the participants, 60.3% (n= 217) listed Spanish as their mother tongue, while 39.7% (n= 143) indicated Basque as their first language. The average age at which these participants started learning English was 5.7 (SD = 1.78). Both groups self-rated their language proficiency in Basque, Spanish and English on a scale from 1 to 10 for listening, speaking, reading and writing. The average scores for the three languages can be seen in Table 2. Self-ratings of proficiency in the three languages indicated that participants were highly proficient in Spanish and Basque. The lowest scores were given to their third language, English. There were no statistically significant differences between business and education students in any of the languages. Instruments The instruments used to collect the data were the following: Background questionnaire: The background questions were designed to obtain demographic, academic and linguistic data about the participants. This questionnaire included the self-ratings of proficiency in Basque, Spanish and English. Attitude questionnaire: The attitude questionnaire was based on Gardner’s(2004) Attitude/Motivation Test Battery and consisted of 19 closed items. Participants were asked Table 2. Proficiency in Basque, Spanish and English. Business students Education students Mean SD Mean SD Basque 35.46 6.02 34.45 6.41 Spanish 37.40 3.99 37.00 3.78 English 25.38 5.50 24.41 6.03 100 A. SANTOS ET AL. to rate statements on a 7-point Likert scale ranging from (1) ‘strongly disagree’to (7) ‘strongly agree’. Two items of the questionnaire had a negative value and they were reversed when coding. Internal consistency for this scale was measured and a Cronbach’s alpha of 0.89 was obtained. The attitude questionnaire was in Basque and Spanish, so participants could choose the version which they felt more comfortable with. Anxiety questionnaire: This questionnaire was an adaptation of the Foreign Language Classroom Anxiety Scale questionnaire developed by Horwitz et al. (1986), which is one of the most extensively used scales to evaluate foreign language anxiety in the fields of second language acquisition, psychology and education. As participants in our study were not taking English language classes, the questionnaire was adapted by selecting the items that were not linked to language classes and also took into account the questionnaire used by Rubio Alcalá (2004)foraSpanishcontext. The anxiety questionnaire consisted of 13 closed items. Participants were asked to rate statements on a 7-point Likert scale ranging from (1) ‘strongly disagree’to (7) ‘strongly agree’. One item of the questionnaire had a negative value which was reversed when coding. Internal consistency for this scale was measured and a Cronbach’salphaof 0.81 was obtained. As before, participants could choose to fill in the questionnaire either in Basque or Spanish. Procedure Participants signed a consent form allowing the data to be used for the purposes of the research study. The data were collected during the students’classes in the spring of 2015 and were analysed with the SPSS program. Results Business and education students’attitudes towards English The first research question aims at analysing business and education students’attitudes towards the use of English. In order to answer this question, we first conducted an exploratory factor analysis (EFA) to examine the underlying dimensions of the attitude questionnaire. Then an analysis of variance (ANOVA) was carried out to establish the differences in attitudes between students in business and education. The result of the varimax rotated factor analysis was a two-factor solution with the 19 items. The first factor was labelled as ‘Positive attitudes’, and indicated participants’eagerness and interest when learning English. This factor accounted for 35.58% of the total variance and included 11 items (1–11). The second factor, labelled as ‘Personal commitment and motivation to learn English’, which indicated participants’effort, accounted for 8.86% of the total variance and compromised 8 items (12–19). The loadings results are summarised in Table 3. Once the factor analysis was carried out and two factors were obtained, the items belonging to each factor were averaged so as to use these averaged scores as dependent variables. Participants in this study were divided into groups according to their academic field and then a one-way ANOVA was conducted to explore the differences between business and education students’attitudes on the two factors. The results indicated that the attitudes towards English seemed in general rather positive but there were also LANGUAGE, CULTURE AND CURRICULUM 101 been reported in other studies (Dewaele et al., 2016; Koul et al., 2009; Llurda, Doiz, & Sierra, 2015). Female participants have significantly higher levels of anxiety than male participants, which is also a common finding in other studies (see e.g. Dewaele et al., 2016; Öztürk & Gürbüz, 2013; Park & French, 2013). The most interesting finding, however, is that while female business students have a more positive attitude, they are the ones who suffer more anxiety. It seems that female students taking part in an EMI programme and facing the challenge of studying through the medium of English, take more responsibility but they also pay the price in terms of concern about their own performance. Gargalianou et al. (2015) suggest that male speakers could be less likely to report anxieties than female students but it would be interesting to see to what extent this female acknowledgement of anxiety is reflected in natural conversations in English. This study focuses on EMI but it is limited to the comparison of business and education studies in one university. The study has examined attitudes held by university students towards English and their anxiety about the use of English in the Basque Country. In this context, where a minority language is spoken and English is a third language, there is a slow development of EMI which is linked to limited proficiency in English, current attitudes and levels of anxiety. The study shows some important differences not only between business and education students but also between genders. Disclosure statement No potential conflict of interest was reported by the authors. Funding This work was supported by the MINECO/FEDER [grant number EDU2015-63967-R]; the Basque Government [grant number DREAM IT-714-13]. ORCID Alaitz Santos http://orcid.org/0000-0002-6620-5266 Jasone Cenoz http://orcid.org/0000-0001-9000-7510 Durk Gorter http://orcid.org/0000-0001-8379-558X References Airey, J., Lauridsen, K. M., Räsänen, A., Salö, L., & Schwach, V. (2015). The expansion of English-medium instruction in the Nordic countries: Can top-down university language policies encourage bottomup disciplinary literacy goals? 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