In the Shadow of Global English? Comparing Language Learner Motivation in Germany and the United Kingdom

Changing language mindsets about modern languages: a school intervention

“…The term self-efficacy describes the beliefs in one's own ability in a specific domain (such as language learning) (Bandura 1982). Language learning selfefficacy can be conceived and investigated at different fine-grained levels: for instance, UK learners tend to have especially low self-efficacy for French, as opposed to other target languages (Lanvers and Chambers 2019). Moreover, some learners might have low self-efficacy for learning grammar, others for pronunciation, others for speaking etc.…”

“…Moreover, some learners might have low self-efficacy for learning grammar, others for pronunciation, others for speaking etc. (Lanvers and Chambers 2019). This study, however, investigates self-efficacy at a rather high level of granularity: a student's confidence in their ability to do well generally in any target language.…”

“…This study, however, investigates self-efficacy at a rather high level of granularity: a student's confidence in their ability to do well generally in any target language. A source of negative self-efficacy among UK MFL learners in particular is their awareness that similar-aged peers in other countries often achieve better L2 proficiency (Lanvers and Chambers 2019): as this unhelpful comparison does not consider the stark differences in education systems, amount of contact hours, curricula etc, the intervention directly tackles this aspect of self-efficacy, by providing research information on the systemic differences between language learning in the UK and other countries.…”

“…Language learning self-efficacy tends to be related to learner motivation (Lanvers 2017a), as students who consider themselves capable of achieving highly also tend to be more motivated, especially in those who are more intrinsically rather than extrinsically motivated (Lanvers and Chambers 2019). Like self-efficacy, the complex phenomenon of language learner motivation can be conceptualised and sub-categorised in many ways (see Lamb et al 2019).…”

“…Despite some evidence that English school students are curious about other nations, their languages and cultures (e.g. Krüsemann 2018; Parrish 2017), there is a large body of literature showing that students dislike the language learning experience at school (Lanvers and Chambers 2019), in particular boys (Courtney et al 2017). Unstimulating learner experiences, inappropriate levels of challenge, poor transition from primary to secondary school, a lack of a sense of progress and a focus on 'exam drilling' (Wingate 2018) all contribute to this experience.…”