FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 1 Factors that Influence Student Motivation in the Middle and High School French Language Classroom Kathleen A. Laing State University of New York at Oswego April 19, 2011
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Factors that Influence Student Motivation in the Middle … motivated me even more by crediting their success on the Regents Examination to me alone. FACTORS THAT INFLUENCE STUDENT
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FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 1
Factors that Influence Student Motivation in the Middle and High School French Language Classroom
Kathleen A. Laing
State University of New York at Oswego
April 19, 2011
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 2
Table of Contents
Abstract…………………………………………………………………………………………...4
1. Introduction……………………………………………………………………………………5
1.1 1.1 Identifying the Problem; Finding a Purpose………………………………………………5
1.2 Personal Experiences………………………………………………………………………….7
1.3 Forming my Inquiry; Dialoguing with Professionals…………………………………………8
2. Literature Review……………………………………………………………………………..9
2.1 An Overview of the Literature that Informed the Purpose of my Research…………………..9
2.2 How Do Self Efficacy Beliefs Affect Learning? An Explanation…………………………...10
2.3 Motivations to Pursue a Foreign Language; Explanation of Positive Self Concept…………10
2.4 Agency, Instrumentality, and Purpose; Explanation of Effects on Motivation……………...11
2.5 Anxiety and Foreign Language; Effect on Learners…………………………………………11
2. 6 Motivation and Foreign Language; Success for Learners…………………………………..12
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 6
been shown to directly influence motivation and student effort, and the use of cognitive and
metacognitive strategies by highly motivated students will result in increased learning. With self
efficacy at the root of self esteem and motivation, the purpose of my research was to further
investigate the relation between self efficacy and the study of French language. While the use of
cognitive and meta-cognitive strategies by highly motivated students results in increased
learning, students with low self efficacy view themselves as incapable, and are thus unwilling to
make attempts because they believed doing so will reveal their lack of ability. As a New York
State certified teacher of French, I sought to survey students and listen what they had to say
about their experiences, frustrations, and successes with learning French. My research
investigated a combination of the described factors, and how these factors influence student
ability.
1.2 Personal Experiences
As I began to consider my research, I reflected on my experiences as a French student
and how I became motivated to be successful in French. My first experience with French class
was with an energetic, lively, determined teacher who held very high expectations for every
student. She was passionate about what she taught. As a beginner French student, I struggled
with the concepts and the novelty of the language. A responsible, conscientious and dedicated
student throughout elementary and middle school, I had always earned high marks and awards. I
began to feel intimidated about going to French class because in that class I felt like a failure.
Although the teacher knew her content, she did not necessarily know her learners. After my
parents explained my feelings to her, she began to let me redo assignments and helped me to
raise my grade. I do not remember the exact moment, but I somehow began to understand the
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 7
French language. I began to enjoy the challenge, knowing that I did not have to be perfect and
that I would be able to try again. I became motivated. The more new material my teacher
introduced, the more I studied, and the more I felt empowered. I wanted to go to French class,
and even stay there to complete practice quizzes, extra assignments, practice speaking, and my
teacher responded to my efforts by telling me that she knew I would never accept anything less
than perfect. My self-efficacy beliefs became strengthened by this and my success turned to
excellence as I began to naturally excel in my work. After three years, I took the New York
State Regents Exam in French. My teacher had set an expectation of 85% or better. I remember
experiencing feelings of nervousness as a student that I might disappoint her, but early one
Monday morning, she called me at home, thrilled, to inform me that I had earned a perfect score
of 100%. I remember feeling motivated to do anything.
Although I had already fulfilled the New York State Requirements for graduation, the
next year I would continue my study of French. That year I met my second French teacher. She
was quieter and more reserved, yet equally passionate about what she taught. This teacher had
some challenging freshmen classes that she was concerned about. I offered to help her if she
ever needed anything. She accepted my offer and I began tutoring during my study hall. I would
be assigned to one or two of the students who had a tendency to cause trouble in class, and we
would go to the hallway where I would work with them for the period. I began to feel motivated,
not only by my French abilities, but by my abilities to help others. My new teacher told me that I
was a good teacher for those students, and that I would make a good French teacher one day.
She motivated me even more by crediting their success on the Regents Examination to me alone.
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 8
During college, I tutored college students who were enrolled in French. They also
credited me with their success, but what I had really done was to motivate them to learn. They
alone were responsible for their own success. During my last semester in college, I completed
my student teaching placements. Both placements taught me a lot about teaching and the reality
of working with students. It was at this point that I found myself wondering what had motivated
me to learn French and why the same had not happened for the students in my placement. When
I began both placements, the students were disconnected from school in general. I worked
diligently during my placements to connect with students, to encourage them, and to celebrate
their successes so that they would experience the same feeling of fulfillment from learning as I
had. Many students responded to this, yet there were still those who remained disengaged. My
experiences as a student teacher left me with many observations: the negative effect on students
when they are singled out for error or continuously corrected for everything, the positive effect
of recognizing and celebrating success, and the importance of creating an environment of respect
in which students are comfortable enough to take risks. These observations lead me to further
investigate the factors that influence student motivation in the French classroom.
1.3 Forming my Inquiry; Dialoguing with Professionals
I began my inquiry by talking to my former teacher who was also my cooperating teacher.
She was responsible for teaching French 1, 2 3, 4, and 5 and her classes included a wide array of
personalities and differences in levels of student ability. Her days were full of challenges,
successes, and opportunities. I talked to her about experiences with success with classroom
management, delivery of content, and strategies to engage students and how she connected with
students. I also asked her about challenges with which she was faced in terms of classroom
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 9
management, delivery of content, and strategies to engage students. She provided me with
personal experience of unmotivated students and how although they may want to give up, it is
not the job of a teacher to give up. This initial contact with my cooperating teacher reinforced
my intended direction of research and helped me to solidify the purpose of my inquiry. The
purpose of my study was to investigate students’ self perceptions of their abilities and what
factors influence these perceptions, so that I might identify strategies to implement within my
classroom, which I would then be share with other foreign language educators.
Literature Review
2.1 An Overview of the Literature that Informed the Purpose of my Research
While a considerable amount of research has been conducted into the roles of self
efficacy and perceived ability, and their effects on student motivation, questions remain to be
addressed in the subject area of foreign language, specifically French. Graham (2006) points out
the lack of research into motivation for language learning, both in the study of theories as well as
in the field itself. Additionally, Mills, Pajares, and Herron (2006) state that,
Research findings from several academic domains have demonstrated that students’ judgments of their own academic capabilities or lack of self efficacy beliefs, influence their academic behaviors and performances. Absent from this body of research are studies assessing the self efficacy beliefs and their relation to foreign language proficiency.
(Mills, Parjares, Herron, 2006, p 276).
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 10
2.2 How do Self Efficacy Beliefs Affect Learning? An Explanation:
Mills, et al (2006), state that, “Self efficacy, construct grounded in social cognitive theory
can be generally defined as personal beliefs in one’s capabilities.” (p 277). They explain that
students’ sense of self efficacy affects their performance in various ways. A strong sense of self
efficacy will foster: willingness to take on challenging tasks, increased effort, persistence despite
obstacles, less anxiety, flexibility in learning strategies, and self monitoring. According to Mills
et al (2006), although a great deal of research has been conducted in other academic areas,
limited research has focused on the self efficacy beliefs of foreign language students.
2.3 Motivations to Pursue a Foreign Language; Explanation of Positive Self Concept
Graham (2006) theorizes that learners choose to pursue or continue pursuing a foreign
language based on a feeling of personal enjoyment, or in my view, satisfaction. This sense of
enjoyment goes beyond the trivial definition of “fun” and seems to be rooted more in a positive
concept of self in relation to the process of language learning. This positive self concept is
“Fostered by a sense of achievement in the subject, a belief in the possibility of continued
achievement, a sense of control over one’s learning, and the capacity to overcome any
difficulties experienced” (Graham 2006, p 9). “Such a feeling is likely to promote high levels of
motivation for language learning” (Graham 2006, p 9). The examination of the connection
between self concept and achievement is one of necessity, and is of particular importance in the
subject area of French. Such an investigation hypothesizes that when students experience
achievement, it will likely foster a positive self concept, which will then encourage continued
success. Additionally, this suggests that when students experience a sense of satisfaction from
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 11
their learning and accomplishments, their satisfaction serves as a motivator of further
accomplishments.
2.4 Agency, Instrumentality, and Purpose; Explanation of Effects on Motivation
Graham (2006) describes three central dimensions to learners’ beliefs: agency (learners’
beliefs about their own abilities and competencies); instrumentality (learners’ perceptions of the
relationship between the learning strategies they employ on tasks and learning out comes); and
purpose (learners’ ability or inability to value success in the subject and to see a purpose in
achieving such success). Ryan (2000), states that learners commonly ask themselves, “Can I do
my homework?” (an example of agency and instrumentality), and, “Do I want to do my
homework and why?”, (an example of purpose) (Graham, 2006, p 10: Ryan 2000, p 102).
Graham (2006) defines self efficacy as “the belief in one’s ability to perform a task” (Graham,
2006, p 10). Whether or not students will be motivated to seek improvements in their
performance depends on their perception of their self efficacy as being sufficiently able to make
improvement possible through effort. Through my research I proposed to relate this theory
directly to high school French students with the purpose of investigating their perceptions of
their abilities, and the influences of these perceptions, which in turn influence their motivation.
2.5 Anxiety and Foreign Language; Effect on Learners
Leger (2009), states that, “Anxiety was long ago identified as a major impediment to
learning, particularly in its effects on learners’ self efficacy”. Leger (2009) conducted a study
into how learners’ perceptions of themselves as second language learners evolved over a period
of 12 weeks. During the study, students self assessed their speaking skills and their level of
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 12
participation in French. The results of the study were that learners’ self-perception increased
over time; additionally participants began setting individual goals and demonstrating increased
responsibility for their personal learning. The data collected through the study indicated that
learner confidence increased in the two most difficult aspects of speaking: vocabulary and
fluency.
2. 6 Motivation and Foreign Language; Success for Learners
Taguchi (2006), states that, “The importance of high motivation, which all educators
wish to create in their students, has been closely linked with the need for achievement.” He
describes motivation as one of the basic human needs, in which an individual will make intense
and prolonged efforts in order to accomplish something difficult, and reach achievement.
Anxiety would directly impede the motivation that we as educators wish to create. As with the
study conducted by Saint Leger (2009), my research sought to investigate learners’ self
perception and self efficacy.
“Motivation is among the most powerful determinants of students’ success or failure in
school” (Hardré Crowson, Debacker, and White 2007). This statement embodies the very
purpose and focus of my research. Although this specific study intended to focus on the subject
area of French, the intention was also that the information gathered would be informative and
useful to educators across disciplines, for the very reason stated above by Hardre et al (2007).
Through this study I have examined motivation of French students from multiple viewpoints so
as to develop a well informed understanding. The two questions that form the basis of my
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 13
research are: 1) What are the factors that influence student motivation for learning French and 2)
How do these influences relate to student ability, self efficacy, and success in French?
Method
3.1 Setting
My research was conducted within the French language classroom of a small rural middle
school and high school, together serving approximately 800 students. French is offered at 4
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 49
Tagushi, K. (2006). Is motivation a predictor of foreign language learning? International
Education Journal, 560-569.
Trautwein, U., Niggli, A., Schnyder, I., Ludtke, O. (2009). Between-teacher differences in
homework assignments, and the development of students’ homework effort, homework
emotions, and achievement. Journal of Educational Psychology, 101, 176-189.
Welsey, P.M. (2009). The language learning motivation of early adolescent French immersion
graduates. Foreign Language Annals, 42,2.
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 50
Appendices
Appendix A. Letter of Introduction and Informed Consent
Appendix B. Letter of Parental Consent
Appendix C. Letter of Permission
Appendix D Student Survey
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 51
Appendix A. Letter of Introduction and Informed Consent
Dear Student,
My name is Kathleen Laing and I have teacher certification to teach French 7-12. I am currently a graduate student at Oswego State University. For my graduate thesis project, I am conducting research into the factors influencing the motivation of students in the French classroom.
You have the option of choosing whether or not to participate. If you choose to participate, the survey you will complete is based on your attitudes and perceptions toward learning French. This survey has been approved by the Faculty Research Committee on Human Subjects at the State University of New York at Oswego.
The survey is approximately three pages consisting of multiple choice, open ended, and personal response questions. The responses provided by every student participant in this study will be kept confidential. Your name will not be reported; you will remain anonymous. You may withdraw at any time from the study without penalty.
By participating in this survey, you will contribute valuable information based on your personal experiences as a French student. I intend to distribute a summary of the results of this study to participants. It is my hope that this information will help French teachers to understand how to improve the experiences of their students and future students.
Your participation in this research is voluntary. If you wish to participate, please submit parental and personal consent. If you have any questions about the survey, please contact Kathleen Laing by email, [email protected] . If you have any questions about your rights as a subject, please contact Dr Link or Dr Friedman, (312-3474) chairs of the Human Subjects Committee, SUNY Oswego.
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 52
Appendix B. Letter of Parental Consent
Dear Parent/Guardian,
My name is Kathleen Laing and I teach French 1, 2, 3R and 4. I am currently a graduate student at Oswego State University, working on my thesis. In order to complete my thesis, I am conducting research into the factors influencing the motivation of students in the French classroom. My research involves surveying middle school and high school students who are either currently enrolled in French or are former French students who have discontinued their study of the language. In order to be able to better understand and more effectively work with students, I have generated a survey for students to complete. The survey includes questions about areas of frustration in learning French, how your child views his/her abilities, and what influences their motivation. Your child’s name is not required to participate. The questionnaire is strictly for my use. The results of the survey will be included in my thesis in order to provide educators with a better understanding of students’ feeling towards their abilities in learning French.
I understand it is not possible to identify all the potential risks to participants in the completion of this survey, and it is my belief that reasonable measures have been taken to minimize both the known and the unknown potential risks.
I authorize the participation of ______________________ (child’s name) as a subject in the research investigation.
Signed___________________________
(Parent or Guardian)
Date_________
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 53
Appendix C. Letter of Permission
September 25, 2010
Dear Mr. ___________ and whom it may concern,
I am currently completing my master’s degree at SUNY Oswego. This semester I am
enrolled in Education 508, “Research for Classroom Practitioners”. As part of my graduate
thesis I have been assigned to conduct a study within my classroom. The research topic I have
selected investigates the factors that influence student motivation in the French classroom. My
research proposal will be reviewed by the Human Subjects Committee at SUNY Oswego and I
have also completed the mandatory HHS training. I am now seeking permission from yourself
and __________________ School District to carry out my research using my middle school and
high school students and subjects. The research will involve student surveys. Participation will
be voluntary and participants will remain anonymous. Documentation of parental permission and
student consent will be required in order to participate. Participants will be informed that they
are free to withdraw from the survey at any time without penalty. I have enclosed a copy of my
research protocol narrative, as well as a copy of my HHS certificate. A timely written response
would be greatly appreciated. Thank you for your time and consideration.
Sincerely,
Kathleen Laing
French Instructor
______________ School
FACTORS THAT INFLUENCE STUDENT MOTIVATION IN THE MIDDLE AND HIGH SCHOOL FRENCH LANGUAGE CLASSROOM 54