1. Action research in the language classroom: Motivating teenage learners
Carolyn Leslie
(British Council)

2. Why motivation is complex
Why people decide to do something
How long they are willing to sustain the activity
How hard they are going to pursue it
Language learning involves social and cultural issues.

3. Four theories of motivation in SLA
Tremblay and Gardner’s revised model
Linguistic self-confidence
Attribution theory
Self-determination theory

4. Common themes
Goal-setting
Learner autonomy
Self-confidence

5. Goal Setting Elementary level Individual, group, long or short term
Language or behaviour goals
Clear, specific, measurable
Initially set goals for students
Challenge themselves

6. Short term goals When and how much English to use
Number of new words to record in vocabulary records
Number of questions to ask/answer
Listening to others

7. Self- confidence and learner autonomy
Self assessment/teacher assessment
Comparison to previous achievements
Praise
Focus on improvement
Lack of success
Learning strategies improve self-confidence

8. Questionnaire results
77% agreed or strongly agreed they spoke more English because they set goals for speaking.
69% agreed or strongly agreed that trying to achieve the goals helped them improve their English.
92% agreed or strongly agreed that self-assessment was useful because it helped them think about what they did in class each week.
92% agreed that comments from the teacher gave them more confidence to try harder in class.

9. Comments in answer to open questions.
Setting goals gave me an objective and made me think more about speaking English.
When I focus on my goals I take a more active role.
When I try to achieve my goals I know my difficulties better and try to improve.
Self assessment is useful because I know what I do well and not so well and can improve next lesson.
I spoke more Portuguese when I didn’t set goals.

10. Conclusion Advantage of being teacher/researcher
What motivates one student may not motivate others
Work in progress