Motivation for language learning through enhanced learner control over learning

May noted that creating a change in the presentation-practice phase of her lessons generated motivation for learning in the disengaged learners in class. She noted that the weaker and disengaged learners took a leading role within their group as the responsibility to construct meaning fell on them. Noteworthy was the fact that these learners were formerly coined as ‘backbenchers’, a term the teacher used to refer to their laid-back attitude in class. May remarked how they were now actively engaging in classroom tasks, constructing language formerly readily presented to them by the teacher. May commented on the rise in number and types of questions learners posed. She commented that learners became aware of the

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fact that the teacher would not be doing any work for them, and that the change in approach required them to focus on the tasks at hand and take responsibility for their learning. The level of engagement of these learners was surprisingly high when considering their previous disengaged attitude to classroom learning. Their motivation and control over learning led to language gains demonstrated while constructing language in group tasks. May purposely checked on them during that week’s lessons and realised that they were able to recall and use language they had formerly worked upon in former lessons.

Ben similarly noted that shifting responsibility onto the learners in his lessons resulted in higher levels of learner engagement. The smooth flow of activity during lesson time in the course of activities indicated high levels of motivation for learning in class. Ben documented learners’ speaking activities on video and commented on how learners would then in turn always check whether their work would feature on the class website that all learners in class had access to. They had the option of ameliorating their work and producing their best piece of work.

Their enthusiasm is enormous. Next time we will work on another topic. After I would have filmed them they wait for the weekend to see which clips I place on the website; ’will I be there?’ they ask, because I try to upload scenes by different groups each time we work on such a task. l choose their best role play and they all feature somewhere, but they will not know what I have selected from the different dialogues performed until they check the website. They are eager to see what they have created and to observe what others have devised. This also means that they are listening to the language, and this is how one learns - indirectly. I no longer need to emphasise the fact have devised. This also means that they are listening to the language, and this is how one learns - indirectly. I no longer need to emphasise the fact that they should go and study (Ben, Interview, May 2014).

May noted further benefits within a process that led learners to take control over learning and learner motivation. A number of learners in the Form 3 class retrieved classwork and material utilised in the previous semester of their own initiative, spurred on by situations of

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teaching and learning in class. While working on tasks dealing with prepositions of motion and the accusative case, learners independently worked with notes from the previous year, reminding the teacher of material they had worked with. Evidence of the impact of the approach on the better language learners in class and their motivation for learning was evident through the quality of preparation of work at home and their work on new language out of their own free will during classroom tasks.

In the same vein, Juliette noted how Form 2 learners in the first year of the study were able to take control of their learning creatively while working on story lines to help them focus on and consolidate their awareness of grammatical aspects of language addressed in class. Their motivation for such tasks led to higher levels of control of their learning during language awareness tasks;

I always tell them, ‘let us spend five minutes and invent a way of remembering this grammar point’, and they all come up with a story they narrate. The theme is generally related to their interests. The other time one of them came up with a song stating that he learns through melodies, and I said that this was a good idea, while another learner with problematic eyesight said; ‘I will get you something tomorrow Miss’, and he got something which he drew and said I drew this in the form of a story. When we mentioned this point again I told the group, ‘let us use the story which Simon made up’, and they remembered it,’ oh yes’, they said, ‘that was the story about Karate’, and they enjoyed this so much. I always give them the possibility of creating their own stories which fills them with enthusiasm. This is the way they effectively learn grammar. I say, ‘let us see who will come up with a story today’, and this story always evolves from one learner to the other because they each process it in their own way, creating their own version of it. ‘I am going to remember it this way’, and I say, ‘learn it in any way you like as long as it makes sense to you, but it is amazing , they will all have their different ways (Juliette, Interview, June 2013).

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