http://orcid.org/0000-0003-2458-172X
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ABSTRACT
This paper investigates the relationship between the decisions made by school leaders in England concerning their school policy for teaching modern foreign languages (MFL) post-14, and student motivation for MFL. Seventy head teachers, 119 heads of modern languages and 666 students aged 14–15 from schools in England took part in the questionnaire-based study. Student motivation was measured using the Self-Regulation Questionnaire (Academic) [Ryan, R.M. and J.P. Connell. 1989. Perceived locus of causality and internalization: examining reasons for acting in two domains. Journal of Personality and Social Psychology 57, no. 5: 749–61], based on Self-Determination Theory. The relationship between student perceptions of the usefulness of specific languages and the decision to study these was considered. Results show that the way choice is presented is a key part of student motivation for MFL, and that students see different languages as useful for different reasons. Furthermore, the data suggest that the ways school leaders make decisions concerning language policy do not align with language provision that optimises student motivation. The study concludes by suggesting new pathways for rejuvenating language learner motivation in anglophone contexts.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes
1. General Certificate of Secondary Education, the exams taken at age 16 in England, Wales and Northern Ireland.
2. In order to qualify for the English Baccalaureate (EBacc) performance measure, students must take GCSEs in English, maths, a science, a humanities subject and a foreign language.
3. Network for Languages South East, Network for Languages West Midlands, Routes into Languages Yorkshire and The Humber, National Association for Head Teachers.
4. The Progress 8 performance measure includes eight subjects, of which three must be EBacc subjects.
5. Fischer Family Trust data, which is used to set students’ target grades.