Influencing language learning motivation in UK MFL learners at Key Stage 3: An intervention study inspired by Task-Based Language Teaching

In the context of the ever-growing popularity of the use of English as a lingua franca, learning languages other than English poses specific motivational challenges, particularly in post-Brexit Great Britain. In England, the uptake of modern foreign languages (MFL) has experienced a forty year continual decline. To positively impact language learner motivation and, hopefully, increase willingness among learners to continue with language study beyond the compulsory phase, it is vital to target learners whilst they are still in the compulsory phase of MFL education.
This study used a pre-post quasi experimental intervention design, whereby the pedagogical intervention was inspired by Task-Based Language Teaching, to gauge the impact on motivation in Year 7 learners in a UK state-funded secondary school. Motivation was measured through the lens of Self-Determination Theory, using a mixed-methods analysis of questionnaire data, immediate post-lesson feedback and focus groups, and compared to a control group using standard, centrally created resources. There were 56 participants in the intervention groups and 34 in the control groups.
Both quantitative and qualitative data show promising motivational gains across all motivational orientations in the intervention, but not control, group, including a small increase in boys’ intention to continue language study past the compulsory stage of Key Stage 3 to the optional GCSE examination level.
The findings are of relevance for school-based foreign language teaching, language education policy and curriculum design across the anglophone world.