Argumentum, Vol. 21 (2025), pp. 201–213.

Investigation of Beliefs Towards Foreign Language Learning in Southwest Hungary

Emily C. Blair

    University of Pannonia, Doctoral School of Multilingualism

    emilycilliler@gmail.com

Prof. Dr. Vanessa De Wilde  

    Ghent University, Department of Translation, Interpreting and Communication

Prof. Dr. Marjolijn Verspoor  

    University of Pannonia, Doctoral School of Multilingualism

DOI: 10.34103/ARGUMENTUM/2025/12

Abstract

Trends in language learning have changed across Hungary with increasing numbers of families opting for their children to learn English rather than German. The aim of this study was to analyze the beliefs of parents about their children’s foreign language learning in the Hungarian context. This study was conducted as part of a larger project into young learners’ exposure to English in Southwestern Hungary. Questionnaires were given to the parents of 47 students between the ages of 10–12 years old. One target group of participants were students studying in a bilingual English program, while the other was a group of students studying German. Thematic analysis showed that parents of the bilingual English students highlighted the usefulness of English as a World language and communication with family as being factors in why they chose an English study program. Parents of students studying German also mentioned usefulness and family communication as determining factors, but further mentioned geographical location as being key to their decision. Fisher’s exact tests show that there were significant differences between the two groups’ mention of usefulness of the language (p=.001) and geographical location (p=.008). Both groups mentioned family communication at similar rates (p=.562).

Keywords: language beliefs, questionnaire, young learners, parents

References

Beschäftigte in Österreich. (2025, January 20). Retrieved January 29, 2025, from https://www.sozialversicherung.at/cdscontent/?contentid=10007.894921&portal=svportal.

Bond J., Dixon J., Tredoux C. & Andreouli E. (2023): The contact hypothesis and the virtual revolution: Does face-to-face interaction remain central to improving intergroup relations? PLoS One. 2023 Dec 8;18(12):e0292831. https://doi.org/10.1371/journal.pone.0292831

Cheng, X. & Zhou, S. (2023): The influence mechanism of parental emotional companionship on children’s second language acquisition. Frontiers in Psychology 13. https://www.frontiersin.org/journals/psychology/articles/10.3389/fpsyg.2022.1034867/full.  https://doi.org/10.3389/fpsyg.2022.1034867

Csizér, K. & Kormos, J. (2009): Learning experiences, selves and motivated learning behaviour: A comparative analysis of structural models for Hungarian secondary and university learners of English. In: Dörnyei, Z. et al. (ed.): Motivation, language identity and the L2 Self. Bristol: Multilingual Matters, 66–97. https://doi.org/10.2307/jj.30945943.8

De Wilde, V., Brysbaert, M. & Eyckmans, J. (2020): Learning English through out-of-school exposure. Which levels of language proficiency are attained and which types of input are important? Bilingualism: Language and Cognition 23(1), 171–185. https://doi.org/10.1017/s1366728918001062

Dörnyei, Z. & Csizér, K. (2005): The Effects of Intercultural Contact and Tourism on Language Attitudes and Language Learning Motivation. Journal of Language and Social Psychology 24, 327–357. https://doi.org/10.1177/0261927X05281424

Dörnyei, Z., Csizér, K. & Németh, N. (2006): Motivation, language attitudes and globalisation: A Hungarian Perspective. Clevedon: Multilingual Matters. https://doi.org/10.21832/9781853598876

Fajt, B. (2024): Extramural English activities and individual learner differences: A case of Hungary. Budapest & Paris: Károli Gáspár University of the Reformed Church in Hungary | Éditions L’Harmattan. https://doi.org/10.56037/978-2-336-40513-1

Fodor, F. & Peluau, S. (2003) Language geostrategy in eastern and central Europe: Assessment and perspectives. In: Maurais, J. & Morris, M.A. (eds.): Languages in a Globalising World Cambridge: Cambridge University Press, 85–98. https://doi.org/10.1017/CBO9780511613739.007

Hungarian Central Statistical Office (2025). https://www.ksh.hu/stadat_files/okt/en/okt0009.html 

Kontra, E. & Bartha, C. (2010): Foreign language education in Hungary: Concerns and controversies. Sociolinguistica 24(1), 61–84. https://doi.org/10.1515/9783110223323.61

Lochmiller, C. R. (2021): Conducting thematic analysis with qualitative data. The qualitative report 26(6), 2029–2044. https://doi.org/10.46743/2160-3715/2021.5008

McCormick, B., Austin, R., Turner, R. N., Hoter, E. & Shonfeld, M. (2024): Blended Learning and the Contact Hypothesis: Insights from Israel and Northern Ireland. Journal of Technology and Teacher Education 32(3), 347–382. Article 382. Advance online publication. https://www.learntechlib.org/primary/p/224376/, https://doi.org/10.70725/620490lrjrlk

Nie, D. & Mavrou, I. (2025): Parents’ views on Chinese young learners’ foreign language learning attitudes and motivation: A mixed methods study. Language Teaching 1–21. https://doi.org/10.1017/S0261444824000326

Penner, O. (2017): Nyelvi interakciók megjelenése egy idegen nyelvi tanítási gyakorlaton. Modern Nyelvoktatás 23(4), 68–84.

Szabó, N. & Jessner, U. (2024): Multilingual Assessment of Primary School Pupils in the Hungarian Context. Acta Academiae Beregsasiensis Philologica 3, 101–129. https://doi.org/10.58423/2786-6726/2024-1-101-12