This quantitative study explores the role of motivation, instruction, language choice, teaching and learning environment for L3 course satisfaction in lower secondary school. It presents the data for L3 languages in general, and separately for the main L3 languages, and the implications for L3 instruction and L3 teacher education.
Secondary school pupils' language choice satisfaction in the L3 classroom: The roles of teaching, motivation, language choice and language classroom anxiety
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.
