The predictive relationship of ideal self, integrativeness, direct contact, and cultural interest on English language readiness for the ASEAN Economic Community of Grade 8 students at Horwang School, Thailand

Abstract

The purpose of this quantitative study was to examine the English language readiness for the ASEAN Economic Community (AEC) of Grade 8 students at Horwang School, Thailand, under the hypothesis that ideal self, integrativeness, direct contact, and cultural interest had positive predictive relationships on English language readiness. A total of 116 Grade 8 students comprised the sample of this study. The TOEFL Junior Tests measured the participants’ English language readiness for the AEC, while the ASEAN Economic Community (AEC) English Language Readiness Model Questionnaire was used to collect data on students’ ideal self, integrativeness, direct contact, and cultural interest. Descriptive statistics and correlational analysis (using multiple linear regression) were used to analyze the students’ responses. The results revealed that the participants had strong levels of ideal self, integrativeness, direct contact, and cultural interest in relation to the use of the English language as ASEAN citizens. Furthermore, the participants were found to be very ready in terms of their English language readiness for the AEC. From the initially hypothesized combination of four predictor variables having a positive predictive relationship on participants’ English language readiness for the AEC, the correlational analysis indicated that there was a significant, positive predictive relationship only for the combination of two predictor variables, ideal self and cultural interest, which explained 11% of the variance in respondents’ English language readiness for the AEC. Based on the theoretical and practical implications of the findings, recommendations for action and further study are provided.