Adolescents’ aspirations are central to their educational, professional, and personal development, yet little is known about how social context shapes aspirations in English language learning. This study examines the influence of family, peers, and teachers on students’ online and offline English interactions and how these interactions relate to their future aspirations for using English. Data were collected from 66 high school students (aged 14–17) through a questionnaire and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). Results show that family support positively predicted online English interaction, while peers influenced both online and offline interaction. Teachers significantly shaped students’ English learning aspirations but not their interaction patterns. Both types of interaction positively predicted aspirations, with peers exerting indirect effects through interaction. These findings highlight the importance of social context and interaction in fostering adolescents’ English learning aspirations.

Authors:
Sinem Maden, University of Łódź, Poland

About the Presenter(s)
Sinem Maden holds a PhD in Curriculum and Instruction and is currently a pursuing a PhD in Pedagogy at the University of Lodz, Poland.

Connect on Linkedin
https://www.linkedin.com/in/sinem-maden-950ba666/

Connect on ResearchGate
https://www.researchgate.net/profile/Sinem-Maden-2

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