The European survey on language competences : school-internal and external factors in language learning

In this report we used the European Survey on Language Competences (ESLC) in order to identify factors specific factors to language learning that affect secondary school students´ proficiency according to the Common European Framework of Reference (CEFR). We considered variables related to the school in terms of system level policies, variables related to students´ perception of the nature and quality of their lessons, the usefulness they attach to learning the target language and their exposure to it out of school. We used a multinomial regression model to compare students in the Pre-A1 level with the Basic User level (combination of CEFR levels A1 and A2), and the latter with the Independent User level (which includes levels B1 and B2). We ran the analysis for 13 adjudicated entities that participated in the ESLC and have English as their first foreign language. We found that there is wide variation across countries, but that it is worth considering the contribution of variables related to internal system-level policies and external learning conditions. Likewise, we verified that some variables related to classroom methodology and student motivation also contribute to explain achievement. Results indicate that, in general, students´ perceived difficulty level of lessons, students´ perception of the usefulness of language learning for entertainment and the frequency with which they watch movies in the original version explains achievement. In addition, in most countries, parents´ knowledge of the foreign language has a positive effect in students' achievement. Among the most important school factors that impact students´ attainment, we found that the earlier the onset of language learning the higher the attained language proficiency.