English Names and Adult EFL Learners: Integrative Motivation and Student Perceptions

This study examines how English name use in an English as a foreign language class affects adult learners. Pre-post motivational surveys were completed by 42 university students who adopted English names and 31 university students who maintained their Korean names. Whitney Mann U tests were administered to determine any significance regarding integrative motivational changes. The 42 university students who adopted English names also completed a post-questionnaire regarding the students’ perceptions of the experience. This data was analyzed according to descriptive statistics and response frequencies. The results indicated English name use had no significant effect on integrative motivation levels. The results also indicated English name use decreased the affective filter and was rarely perceived to be an abuse of power (linguistic or teacher-related). The results also indicated English name use often creates a welcomed screen, or barrier, for students who wish to maintain a comfortably distanced relationship with the teacher that can be compromised by actual name use. Last, the results indicated English name use can provide a release from strict naming culture. This study s results help to better inform English teachers of adult students of likely effects when considering English name policies.