Factors Affecting English Performance Between Students Residing in Tourist and Non-Tourist Areas
Issued Date
2023-01-01
Resource Type
ISSN
23552794
eISSN
24610275
Scopus ID
2-s2.0-85163160800
Journal Title
Studies in English Language and Education
Volume
10
Issue
2
Start Page
704
End Page
722
Rights Holder(s)
SCOPUS
Bibliographic Citation
Studies in English Language and Education Vol.10 No.2 (2023) , 704-722
Suggested Citation
Hidayati T., Diana S., Husna F., Perrodin D.D. Factors Affecting English Performance Between Students Residing in Tourist and Non-Tourist Areas. Studies in English Language and Education Vol.10 No.2 (2023) , 704-722. 722. doi:10.24815/siele.v10i2.27237 Retrieved from: https://repository.li.mahidol.ac.th/handle/20.500.14594/87814
Title
Factors Affecting English Performance Between Students Residing in Tourist and Non-Tourist Areas
Author(s)
Author's Affiliation
Other Contributor(s)
Abstract
Living in a tourist area is frequently viewed as an advantage for students learning English as it provides more opportunities to practice the language. The present study looked at the English performance of students residing in tourist and non-tourist areas and explored how they learned English and the factors affecting their language performance. A comparative study was conducted using a concurrent mixed-method approach. The data were collected through documents, tests, and interviews and analyzed quantitatively and qualitatively to examine differences and determine the main themes between the respective groups. The result of the study indicates that the two groups differed statistically in terms of English school grades and speaking test scores with large effect sizes (d = 3.26 and d = 1.28), respectively. Even though the proficiency test did not show a significant difference (p =.72), the non-tourist group outperformed the tourist group in all assessment types. The interviews revealed that regardless of the different attributes and sites where students lived, the two groups were similar in how they learned English. The main factors affecting the English language performance of both groups were (1) strong motivation, (2) the independent effort to learn English outside of school, (3) exposure to English through songs, games, movies, and social media, and (4) family support.