Secondary school pupils’ language choice satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety
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Debora Carrai
Abstract
The present study explores the relation between pupils’ L3 language choice satisfaction and the independent variables teaching quality, differentiated instruction, motivation, language choice, classroom anxiety, and pupils’ perceptions of the learning environment. It comprises data from a representative sample of 1521 9th graders from 25 Norwegian lower secondary schools who answered a 142-item questionnaire that tapped into different aspects of course satisfaction, teaching, motivation, language choice and language classroom anxiety. The study uses multiple linear regression to analyze how the dependent variable pupils’ choice satisfaction covaries with independent variables such as motivation and teaching. It presents data for the entire sample, and separately for the three main L3 languages (French, German and Spanish). The results of the analysis show the importance of teaching quality, differentiated instruction and intrinsic motivation for pupil satisfaction. Because of the non-mandatory status of L3 languages in the Norwegian school, this study concludes by arguing the need to improve L3 instruction and teacher professionalism, and the importance of ensuring pupils’ motivation regardless of language choice.
Abstract
The present study explores the relation between pupils’ L3 language choice satisfaction and the independent variables teaching quality, differentiated instruction, motivation, language choice, classroom anxiety, and pupils’ perceptions of the learning environment. It comprises data from a representative sample of 1521 9th graders from 25 Norwegian lower secondary schools who answered a 142-item questionnaire that tapped into different aspects of course satisfaction, teaching, motivation, language choice and language classroom anxiety. The study uses multiple linear regression to analyze how the dependent variable pupils’ choice satisfaction covaries with independent variables such as motivation and teaching. It presents data for the entire sample, and separately for the three main L3 languages (French, German and Spanish). The results of the analysis show the importance of teaching quality, differentiated instruction and intrinsic motivation for pupil satisfaction. Because of the non-mandatory status of L3 languages in the Norwegian school, this study concludes by arguing the need to improve L3 instruction and teacher professionalism, and the importance of ensuring pupils’ motivation regardless of language choice.
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Introduction 1
- Learning disabilities as external individual differences in second language acquisition 9
- The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language 31
- Individual differences and young learners’ L2 vocabulary development: The case of language aptitude and exposure to subtitled TV series 65
- ‘In love with English’: A mixed-methods investigation of Flemish children’s spontaneous engagement with out-of-school exposure 87
- The relation between out-of-school exposure to English and English vocabulary development in Dutch primary school pupils 109
- Lexical profiles of children and adolescent EFL learners in the semantic domain of animals 133
- The contribution of motivation and emotions to language learning autonomy in the Hungarian secondary school classroom: The results of a questionnaire study 155
- Effects of authentic communication experiences on linguistic self-confidence: Individual differences in perceptions among Japanese primary school students 177
- Emotion and motivation in younger learners’ second foreign language acquisition 203
- Secondary school pupils’ language choice satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety 225
- Index 261
Kapitel in diesem Buch
- Frontmatter I
- Contents V
- Introduction 1
- Learning disabilities as external individual differences in second language acquisition 9
- The role of memory in the acquisition of vocabulary and grammar in the first language and in English as a foreign language 31
- Individual differences and young learners’ L2 vocabulary development: The case of language aptitude and exposure to subtitled TV series 65
- ‘In love with English’: A mixed-methods investigation of Flemish children’s spontaneous engagement with out-of-school exposure 87
- The relation between out-of-school exposure to English and English vocabulary development in Dutch primary school pupils 109
- Lexical profiles of children and adolescent EFL learners in the semantic domain of animals 133
- The contribution of motivation and emotions to language learning autonomy in the Hungarian secondary school classroom: The results of a questionnaire study 155
- Effects of authentic communication experiences on linguistic self-confidence: Individual differences in perceptions among Japanese primary school students 177
- Emotion and motivation in younger learners’ second foreign language acquisition 203
- Secondary school pupils’ language choice satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety 225
- Index 261
