Authors:
May Olaug Horverak, Birkenes Learning Centre, Norway
Gerd Martina Langeland, Lillesand Upper Secondary School, Norway
Agnete Løvik, Kvadraturen Upper Secondary School, Norway
Sigrunn Askland, Arendal Upper Secondary School, Norway
Paweł Scheffler, Adam Mickiewicz University, Poland
Aleksandra Wach, Adam Mickiewicz University, Poland
Email: may.olaug.horverak@birkenes.kommune.no
Published: May 27, 2022
https://doi.org/10.22492/ije.10.1.02
Citation: Horverak, M. O., Langeland, G. M., Løvik, A., Askland, S., Scheffler, P., & Wach, A. (2022). Systematic Work with Speaking Skills and Motivation in Second Language Classes. IAFOR Journal of Education, 10(1). https://doi.org/10.22492/ije.10.1.02
Abstract
Learning a foreign language is more difficult for some students than others, and particularly speaking out loud in class may be a challenge. The aim of this study is to investigate the potential of a systematic approach to facilitate mastery, motivation and a supportive language learning environment, to limit foreign language anxiety. An intervention was carried out in different language learning contexts, including English classes in Norway and Poland and Spanish classes in Norway. The research material collected consists of student logs, student evaluations and self-reported data from a validated questionnaire on foreign language anxiety. The findings show that many students reported becoming more motivated and comfortable in class and that the method helped them work with strategies to overcome problems. Self-reported questionnaire data suggest that in two of three contexts, the foreign language anxiety level of the students decreased significantly during the intervention period. It may be difficult to generalise based on the findings presented here as the sample from each context is limited, the data is self-reported, the intervention period was limited and there is no control group. To strengthen the study’s findings, triangulation of multiple data sources was used. To conclude, the five-step method presented in this study may be a useful strategy to facilitate developing motivation and creating a supportive learning environment in the language classroom. However, more longitudinal and extensive studies are needed to investigate the potential of the approach presented here further.
Keywords
learning strategies, foreign language anxiety, mastery, motivation, second language learning