Foreign language planning: pupil choice and pupil voice

How to cite:Coleman, James A.; Galaczi,Á. and Astruc, L. (2007 AbstractMotivation is one of the most significant predictors of success in foreign language learning. While individual and governmental commitment to the learning of foreign languages is growing throughout most of Europe and across the globe, it is stuttering in the United Kingdom. An entitlement to language learning in primary school is not yet fully in place, whilst the removal of language from the core curriculum at Key Stage 4 (ages 14 to 16) has led to a dramatic fall in numbers of language learners. Among national initiatives seeking to enhance learners' interest in languages among school pupils are Specialist Language Colleges and the Languages Ladder. The latter, by certifying achievement through its associated accreditation schemeAsset Languages, seeks to engender a sense of success and motivate continuation of language study. This article reports on a 2005-06 study of the language learning motivation of over ten thousand school pupils at Key Stage 3 -the only group currently obliged to study a foreign language. The study analyses the nature of learner motivation and its relationship with gender, level of study (Years 7, 8 and 9) and type of school, and thus provides evidence for possible measures to increase numbers of teenagers studying a foreign language, and a baseline against which the success of policy initiatives can be measured in the future.

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“…Pupil choice in such contexts is often more a matter of which languages are on offer rather than of opting out (Payne 2007). …”

Section: Uk School Motivation Studiesmentioning

confidence: 99%

Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3

Coleman

Galaczi

Astruc

2007

Language Learning Journal

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“…These changes in the focus of LPP scholarship have expanded the ways in which researchers have come to think about LPP actors and their agency. Recent research has focused on many different actors, such as schools (Schneider, 2015;Willoughby, 2014), universities (Hult & Källkvist, 2016;Okuda, 2019;Siiner, 2016), students (Payne, 2006(Payne, , 2007, teachers (Nguyen & Bui, 2016;Tran, 2019), businesses (Barakos, 2012;Sanden, 2020aSanden, , 2020b, immigrant communities (Hatoss, 2006), churches (Obiri-Yeboah, 2019;Souza, Kwapong, & Woodham, 2012), sporting organisations (Djité, 2009), cities (Cadier & Mar-Molinero, 2012;Matras & Robertson, 2015) and families (Gu & Han, 2020;Zheng & Mei, 2020), among others. This enlarged focus on LPP actors has highlighted the individual nature of the exercise of agency in these contexts: Actors are not simply institutions but are also individuals within institutions whose actions create and construct the decisions around language use in the contexts in which they act.…”

Section: The Changing Focus Of Language Planning and Policy Research And The Focus On Agencymentioning

confidence: 99%

Agency in language planning and policy

Liddicoat

Taylor-Leech

2020

Current Issues in Language Planning

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“…Multimedia instructional materials to teach the English language are widely available. Unfortunately, a lot of these English teaching materials are not based on scientific research and field-tested paradigm of foreign language acquisition [2] [3].…”

mentioning

confidence: 99%

Effectiveness of Facebook in English Language Learning: A Case Study

Faryadi¹

2017

OALib

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The prime objective of this research was to investigate whether Facebook helped undergraduate students of Universiti Sains Islam Malaysia (USIM) improve their English language proficiency, critical thinking, comprehension skills, and motivation. A triangulation method (quantitative, qualitative, and descriptive) was employed in the investigation. A total of 900 undergraduate students participated. The 900 participants were first year students from USIM. The instruments used in this research were questionnaires, interviews, and observations. Results from a pre-test and a post-test showed that students who used Facebook i.e. the control group outperformed (88.8% passed) the students who were not exposed to Facebook (60% passed) in all the three categories. The findings indicated that Facebook indeed helped students to improve their English proficiency, besides learning new words and terminologies. This research offers guidelines to future researchers on the methodology of learning English language and helps them design an effective interactive multimedia learning environment in their classroom. The findings of this research would also contribute to the expansion of the paradigm of Constructivism. The findings of this empirical research could be prototyped for learning other languages in the classroom.

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Foreign language planning: pupil choice and pupil voice

Cited by 11 publications

References 12 publications

Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3

Motivation of UK school pupils towards foreign languages: a large-scale survey at Key Stage 3

Agency in language planning and policy

Effectiveness of Facebook in English Language Learning: A Case Study

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