Student motivation in Dutch secondary school EFL literature lessons

Jasmijn Bloemert; Ellen Jansen; Amos Paran

doi:10.1515/applirev-2019-0041

Article

Student motivation in Dutch secondary school EFL literature lessons

Jasmijn Bloemert , Ellen Jansen and Amos Paran

Published/Copyright: October 12, 2019

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From the journal Applied Linguistics Review Volume 13 Issue 4

Abstract

Foreign language curricula worldwide have seen a revival of the inclusion of literary texts, promoting so-called language-literature instruction. Responding to the plea for more empirical research in this area, specifically in secondary education, this study investigates the student’s perspective by looking at the relationship between their level of engagement in literature lessons in English as a foreign language (EFL) and how they value these lessons. A total of 365 Dutch students from six secondary schools participated in the study. Data was collected via a four-point Likert-type questionnaire. The findings revealed that students primarily value EFL literature lessons for improving their language proficiency but no significant correlations were found between engagement and language aspects. Implications for curriculum development include a tripartite focus on language learning, literary study, as well as personal development.

Keywords: language-literature instruction; student engagement; student perspective; foreign language learning; secondary education

Funding statement: This work was supported by the Dudoc-Alfa Sustainable Humanities programme in the Netherlands.

Appendix

	Engagement vs Disaffection (Skinner et al. 2009)	Items in student survey (adapted for EFL literature teaching)
Behavioural engagement	1. I try hard to do well in school.	During the EFL literature lessons I try hard to do well.
	2. In class, I work as hard as I can.	During the EFL literature lessons I work as hard as I can.
	3. When I’m in class, I participate in class discussions.	During the EFL literature lessons I participate in class discussions.
	4. I pay attention in class.	During the EFL literature lessons I pay attention.
	5. When I’m in class, I listen very carefully.	During the EFL literature lessons I listen very carefully.
Behavioural disaffection	1. When I’m in class, I just act like I’m working.	During the EFL literature lessons I just act like I’m working.
	2. I don’t try very hard at school.	–
	3. In class, I do just enough to get by.	During the EFL literature lessons I do just enough to get by.
	4. When I’m in class, I think about other things.	During the EFL literature lessons I think about other things.
	5. When I’m in class, my mind wanders.	During the EFL literature lessons my mind wanders.
Emotional engagement	1. When I’m in class, I feel good.	During the EFL literature lessons I feel good.
	2. When we work in something in class, I feel interested.	During the EFL literature lessons I feel interested.
	3. Class is fun.	The EFL literature lessons are fun.
	4. I enjoy learning new things in class.	During the EFL literature lessons I enjoy learning new things.
	5. When we work on something in class, I get involved.	During the EFL literature lessons I get involved.
Emotional disaffection	1. When we work on something in class, I feel bored.	During the EFL literature lessons I feel bored.
	2. When I’m doing work in class, I feel bored.	–
	3. When my teacher explains new material, I feel bored.	When my teachers explains new material during the EFL literature lesson, I feel bored.
	4. When I’m in class, I feel worried.	During the EFL literature lessons I feel worried.
	5. When we start something new in class, I feel nervous.	When we start something new during the EFL literature lessons, I feel nervous.
	6. When I get stuck on a problem, I feel worried.	When I get stuck on a problem during the EFL literature lessons I feel worried.
	7. When we work on something in class, I feel discouraged.	During the EFL literature lessons I feel discouraged.
	8. Class is not all that fun for me.	–
	9. When I’m in class, I feel bad.	–
	10. When I’m working on my classwork, I feel mad.	During the EFL literature lessons I feel mad.
	11. When I get stuck on a problem, it really bothers me.	When I get stuck on a problem during the EFL literature lessons it really bothers me.
	12. When I can’t answer a question, I feel frustrated.	During the EFL literature lessons I feel frustrated when I can’t answer a question.

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Published Online: 2019-10-12

Published in Print: 2022-07-26

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Articles in the same Issue

https://doi.org/10.1515/applirev-2019-0041

Keywords for this article

language-literature instruction; student engagement; student perspective; foreign language learning; secondary education