Motivation

Learner motivation is fundamental to effective language learning.  It is a critical issue for languages and is key to ensuring enjoyable and engaging learning experiences which raise attainment.

This section explores Learner Motivation in relation to the following three How are we doing? self-evaluation statements:

  • We plan for learner motivation across a range of factors including learners’ (i) relationship with the language and culture, (ii) enjoyment of learning and (iii) sense of self-efficacy, progression, and achievement.
  • Our approaches to assessment support learners’ developing sense of intrinsic motivation for language learning through outcomes which provide opportunities for meaningful application of developing skills.
  • By engaging in learner voice as an embedded aspect of our planning for languages, we understand learner motivation and our current strengths and areas for development.

Click on the links below to read more about the key themes of Learner motivation and then use the How are we doing? statements to reflect on your current practice and explore your next steps.  Further reading and resources are also provided at the bottom of this page.

Motivation in language learning Extrinsic and intrinsic motivation Learner voice and motivation

Motivation in language learning

Research highlights the importance of motivation in language learning.  The National Framework for Languages (NffL) provides a summary of key research into pupil perceptions of language learning and how these influence learner motivation and outcomes. The NffL notes:

    • Exposure to multiple languages increases pupil awareness of languages and motivation to engage with the language learning process.
    • Learner motivation is multifaceted and influenced by a number of factors, including the perceived usefulness and long-term benefits of languages.
    • In Scotland pupils have a positive attitude towards learning a language at primary school, especially if they consider the language to have utility value.
    • Continuity and progression in the transition from primary to secondary school are important motivating factors for pupils’ continuation with language learning, outcomes and attainment.
    • Learner motivation for language learning can be enhanced by having a voice in the construction of language learning, especially the purpose and nature of language learning in the classroom. Learner autonomy, active participation and group work can also support learner motivation.
    • Encouraging learners to consider the links between their own language learning strategies and their academic performance can help to enhance motivation.
    • Learner motivation is one of the most important factors which determines the rate and success of L2.

(NFFL, 2017)

Learner motivation affects all aspects of the language learning process including enjoyment of the process, cultural engagement, willingness to communicate and retention of language.  Alizadeh (2016, p.12), following Gardner (1985) defines language learning motivation as ‘the combination of attempt plus desire to learn the language plus favourable attitudes towards learning the language.’

Teachers play a crucial role in motivating learners and in creating conditions and a positive learning environment which are conducive to motivation.  Professor Sarah Mercer (2020) argues there to be three key environmental conditions for learner engagement in language learning:

    • A sense of competence: A sense of competence refers to learners feeling that they are able to manage their language learning tasks.  Such beliefs are the basis of a growth mindset.
    • A sense of autonomy: A sense of autonomy refers to learners feeling that they have some influence or control over their language learning journey.
    • Sense of relatedness: This refers to the relationships that learners have with their teacher and with other learners when learning or using their L2. Mercer notes that learners are often concerned about what their peers will think of them when they use their foreign language, and so it is important that the teacher creates a positive context for language use in the classroom or school.  (Mercer, 2020)

Self-efficacy refers to our belief in our ability to achieve a task.  This can be a standalone activity e.g. reading and understanding a text or a larger undertaking e.g. learning a new language. A learner’s sense of self-efficacy plays a key role in their engagement and motivation in language learning.  Approaches such as scaffolding learning so that learners have strategies which they can apply to achieve tasks can support with developing learner self-efficacy. Please see the Self-Efficacy section of this tool for more information (link in Associated Sections below).

Where learners experience a sense of achievement and progression, they are more likely to feel motivated to continue with their language learning.  Planning language pathways and assessments which contribute to a positive, meaningful and progressive language learning experience can help to engage and motivate learners.

Consideration should also be given to learners’ relationship with the language being learned. Engagement with the culture(s) associated with the language, and learning which develops meaningful communication also play a key role in motivating our young people. (See the Culture section of this tool. Link in Associated Sections below).

The overview above highlights the need to plan for motivation across a range of factors.  This may include:

  • A curriculum which meets the needs of all learners by providing engaging, relevant, and meaningful learning pathways in different languages which offer choice and accreditation
  • Learning and teaching which is rich, engaging and which promotes communication skills through authentic and meaningful contexts
  • Learning which offers challenge, depth, and choice
  • Intercultural learning which supports learners to fully engage in the culture they are learning and to communicate with others
  • Assessment which provides opportunities for meaningful application of skills and enables learners to understand and reflect upon their own progression
  • Progression pathways which enable learners to understand the possible trajectories of their learning and to identify their learning goals and outcomes
  • Understanding learner motivation through learner voice activities

Engaging with learner voice to understand key influencing factors in pupil motivation will enable teachers to plan more impactful interventions which respond to learner experiences and beliefs.

Extrinsic and intrinsic motivation

Motivation can be both extrinsic and intrinsic. Extrinsic motivation is where we engage with an activity because of an external reward or goal. The rewards can be psychological or tangible, for example, receiving praise or a wish to do well in exams and to gain access to a chosen career. Intrinsic motivation, on the other hand, is “a motivation to learn that comes from an internal force such as an interest in learning or the desire for further personal development in general.” (British Council). Examples of intrinsic motivations for language learning could be an interest in the language or culture being learned or a desire to become multilingual and multicultural.

With school-aged children and young people, our focus is often on extrinsic motivations which are designed to develop intrinsic motivation.  For example, we develop activities which use extrinsic motivations (e.g., games, active learning strategies) to engage learners in the language learning process and to spark their interest in other cultures, whilst supporting them to develop an understanding of the benefits of language learning. The goal is that, over time, learners will become increasingly intrinsically motivated by progressing in their language learning and by engaging in the target language culture.

The table below compares these two types of motivation with exemplification:

Extrinsic motivation examples Intrinsic motivation examples
  • External rewards or goals
  • Assessments
  • SQA Awards or National Qualifications
  • Winning a game
  • Receiving praise

 
  • Cultural engagement
  • Interest in the language being learned
  • Enjoyment of the learning process
  • Sense of achievement and progression
  • Enjoyment in communication in another language with others

Learner voice and motivation

By gathering direct feedback from learners, we can better understand their motivation in relation to language learning and how we can improve pupil engagement and experience.

The following headings provide some areas for discussion and exploration through learner voice activities:

  • Engagement in culture
  • Enjoyment of learning and teaching
  • Sense of progression
  • Engagement in assessment
  • Feelings of achievement and success
  • Sense of purpose in learning
  • Reasons for language learning e.g. range of skills, opportunities for life and work
  • Understanding of how skills can be applied in current and future lives

Further data can also be gathered by measuring uptake of languages in the Senior Phase. It should be noted however, that motivation and engagement need to be accompanied by supportive timetabling models to enable learners to choose one, or more than one language at certificate level.  Where there are staffing or timetabling constraints, solutions can be sought across groups of schools and supported by digital technology.

How are we doing?

  • We plan for learner motivation across a range of factors including learners’ (i) relationship with the language and culture, (ii) enjoyment of learning and (iii) sense of self-efficacy, progression and achievement.
  • Our approaches to assessment support learners’ developing sense of intrinsic motivation for language learning through outcomes which provide opportunities for meaningful application of developing skills.
  • By engaging in learner voice as an embedded aspect of our planning for languages, we understand learner motivation and our current strengths and areas for development.

Record your practice

Now you have researched the methodology and best practice in Motivation it's time to record how you are doing. Download the interactive/printable PDF file which you can fill in digitally (or manually if you prefer) for your records and CPD.

Download the Motivation self-evaluation PDF (200 KB)

Alizadeh, M. (2016) 'The Impact of Motivation on English Language Learning', International Journal of research in English education , 1(1), pp. 12-15 [Online]. Available at:

Available at: http://ijreeonline.com/article-1-23-en.pdf

British Council, Intrinsic Motivation , Available at:

Available at: https://www.teachingenglish.org.uk/article/intrinsic-motivation

Courtney, L. (2017) Transition in modern foreign languages a longitudinal study of motiaton for language learning and second language proficiency, Oxford Review of Education, 43n4, 462-481, DOIn 10.1080/03054985.2017.1329721

Doughty, H., Jones, L. (2015) '(Turning Our) Back to the Future? Cross-sector Perspectives on Language Learning', Scottish Languages Review , (29 ), pp. 27-40.

Jeffries, E. (2019). Evidence for a motivational dip in foreign language learning during Year 7. RiPL/OASIS Summary of Deckner, S.E. (2019), The Language Learning Journal

Mercer, S. (2020) Creating the conditions for learner engagement, Available at:

Available at: https://www.cambridge.org/elt/blog/2020/02/25/creating-conditions-for-learner-engagement/

National Framework for Languages (2017) Pupil perceptions, Available at:

Available at: http://www.nffl.education.ed.ac.uk/lens-2/language-learning-development-2/pupil_perceptions/

Further reading

Blog post by Sarah Mercer (Professor of Foreign Language Teaching at the University of Graz, Austria) with a helpful summary of key considerations for motivating learners.

Creating conditions for learner engagement

British Council language learning portal for teachers of English, much of which is transferable to other language learning. The link below shared a range of approaches for encouraging learner motivation and links to other relevant videos and resources.

British Council Teaching English

Blog post sharing some key considerations and a range of ideas for promoting learner motivation in the languages classroom.

FluentU: Learner Motivation

Website hosting a range of reading and research on a range of areas relating to language learning in primary schools. Search for motivation to find a number of articles on the subject.

Research in primary languages (RiPL)

Sector specific (primary/secondary) resources to support with language learning approaches.

SCILT

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