Relatore Chiar mo Prof. Graziano Serragiotto Correlatore

Graph 60: Q1 - the results as percentage according to the year level of the pupils 
Overall, the majority of the children like studying English either the same as when they started 
or more now than when they started. Only about one pupil in ten likes studying English less now than 
at the beginning, so these results are generally positive in terms of motivation (Graph 61). 
66,7%
30,0%
3,3%
82,2%
17,8%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes, very much
Somewhat
No, not at all
Q1: Do you like the English language?
Boys
Girls
71,0%
25,8%
3,2%
72,2%
25,0%
2,8%
77,4%
22,6%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Yes, very much
Somewhat
No, not at all
Q1: Do you like the English language?
3rd year level
4th year level
5th year level

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95 
Graph 61: Q2 - the results as percentage 
As far as speaking English is concerned, overall, the pupils seem to be slightly less 
enthusiastic; however, still the majority of them (66,1%) claimed to enjoy this activity very much. 
On the other hand, about one third of them claimed to somewhat enjoy it (Graph 62). In this respect, 
there are not significant differences between the answers of girls and boys, and between the answers 
of pupils who speak only Italian and pupils who speak other languages in their household. 
Graph 62: Q3 - the results as percentage 
In respect of how the pupils feel when they speak English, it is interesting to notice that a 
significant number of pupils (40,5%) claimed that sometimes they feel uncomfortable and 6,2% of 
the pupils even stated that they always feel uncomfortable (Graph 63). There is the need to point out 
37,4%
10,6%
49,3%
2,6%
I like studying it more now than when I
started
I like studying it less now than when I started
I like studying it the same as when I started
I never liked studying it
Q2: Has your level of appreciation of the study of 
English changed over time?
66,1%
29,5%
4,4%
Q3: Do you like speaking English?
Yes, very much
Somewhat
No, not at all

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96 
that the fact that almost half of the pupils claimed to either sometimes or always feel uncomfortable 
when they speak English is quite relevant. 
Graph 63: Q4 - the results as percentage 
Most of the children (about 60%) find it either somewhat or very difficult to speak English 
(Graph 64). Therefore, it could be assumed that the fact that a significant number of pupils feel 
uncomfortable when they speak English could be due to the perception that speaking English is 
difficult. However, there is the need to take into account that it could also be due other factors, such 
as their personality, the relationship they have with the teacher and with their classmates, etc.
Graph 64: Q5- the results as percentage 
53,3%
40,5%
6,2%
Q4: Do you feel comfortable when you speak 
English?
Yes, I feel comfortable
Sometimes I feel
uncomfortable
I always feel uncomfortable
9,7%
50,7%
39,6%
Q5: Do you find it difficult to speak English?
Yes, I find it very difficult
I find it somewhat difficult
No, I find it easy

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97 
The majority of the pupils (almost 75%) claimed to find it difficult to pronounce either some 
or many English words (Graph 65). In light of these results, it was assumed that most of the pupils 
are aware of the difficulties connected to the pronunciation of English sounds. When comparing the 
results according to the year level of the pupils, it was noticed that the pupils at 3
rd
year level seem to 
have a slightly higher tendency than pupils at higher year levels to claim that they find it easy to 
pronounce English words (Graph 66). It could be hypothesised that this might be because they are 
less aware of their pronunciation errors than pupils at higher year levels. In fact, among the teachers 
who claimed to correct only the most serious pronunciation errors 75% teach English only at 3
rd
year 
level and at 2
nd
year level, so these pupils might think that they pronounce most of the words correctly 
because they do not get corrected as frequently as the others. However, it is also interesting to notice 
that the children who speak at least one language other than Italian in their household showed a higher 
tendency to claim that they find it easy to pronounce English words (Graph 67). The fact that these 
children already know a foreign language might make them more sensitive to the sounds of English, 
and therefore they might find it less difficult to perceive and produce them.
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