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This study aimed to examine the medium- to long-term effects of foreign language classes introduced as a formal subject for fifth- and sixth-grade elementary school students in 2020 on subsequent English language learning. In particular, the study focused on the medium- to long-term effects of English learning in elementary school foreign language education on learner engagement in subsequent learning. A total of 405 first-year high school students participated in the study, and questionnaire data were analyzed using confirmatory factor analysis (CFA), Cronbach's alpha coefficients, and descriptive statistics. In addition, interviews were conducted with two first-year high school students and analyzed using the Trajectory Equifinality Model (TEM). The results suggested that diverse beliefs are formed during English learning at the elementary school level, and that these beliefs may influence students' engagement with English learning over the medium to long term. In particular, the presence or absence of teacher support emerged as a key factor shaping the degree of student engagement in English learning.
Research papers (academic journals)
