Motivation in a French L2 context: Teacher motivational practices and student attitudes in relation to proficiency

Abstract

Adhering to Dörnyei's Extended Motivational Framework, this study investigates the motivation of a fully representative sample of 1650 Grade 8 students learning French in Flanders. It also considers their teachers' motivational practices, and multilevel regression analyses identify correlations with the students' standardized listening, reading and writing scores. The students' motivation appears to be in uenced by a national as well as a global identity. As Belgian citizens, the students have high levels of instrumental motivation related to nding a job, and they want to be good at French given the proximity of a French-speaking community. Both characteristics are positively related to pro ciency. As a world citizen, however, the students prefer everything English. Enjoyment of French media also correlates with French pro ciency, but in that respect, many students score low. The study further revealed rather high anxiety levels and low self- ef cacy beliefs, which could be improved with teachers communicating more clearly about their expectations. Writing turns out to be the skill that can be in uenced the most by motivational class practices. However, teacher reports of these practices are often more positive than student reports. It therefore seems imperative that students become more involved in and aware of their own learning process.