Designing texts for learning and motivation among socially disadvantaged pupils in low-exposure language classrooms

Supervisor: Professor Emma Marsden

A) Rationale for the project

It continues to be frequently claimed that '(adapted-)authentic' texts are more engaging and more helpful for learning than texts that have been created for pedagogic purposes with a pre-defined (i.e., constrained) linguistic content (Graham et al., 2020a). Such claims have been extended to populations who tend not to choose to study a GCSE in a foreign language or tend not to enjoy literature- or text-based subjects, including socially-disadvantaged populations in England (Porter et al., 2022). The causes for any benefits of specific text-types for motivation and learning could be related to (1) the texts themselves, (2) the teaching approaches used, and/or (3) the learners' individual characteristics. There is a need to explore the validity of such claims for these specific populations, whose motivation and exposure to the language can often be low.

In terms of any observed benefits being due to the texts themselves, are the drivers: (a) more positive emotions about reading an authentic material (such as a sense of challenge, excitement, or pride); (b) a greater perceived relevance of or interest in the topic of the text; (c) and/or a more 'desirable difficulty' (Suzuki, Nakata, & Dekeyser, 2019) in the language itself, induced by a higher proportion of unknown words or unfamiliar grammar, relative to pedagogic texts using a relatively more constrained body of language?

In terms of observed benefits stemming from the teaching approaches that tend to be used when using (adapted-)authentic texts in the classroom, do approaches which primarily elicit emotional or personal responses have more benefits than approaches that primarily focus on the language itself to ensure understanding of the text? Can certain tasks optimise learners’ involvement load when engaging in texts to improve learning (Yanagisawa & Webb, 2021)?

And finally, in terms of observed benefits being moderated by individual differences between the students, are these due to, for example, proficiency in the foreign language and English (or other languages), familiarity with the topic of the texts, and/or exposure to texts outside school?

B) References that should be read

Bauckham, I. (2016) Review of Modern Foreign Language Pedagogy in Key Stages 3 and 4. Report for the Teaching Schools Council and the Department for Education.

Erler, L. and Macaro, E, (2011), Decoding ability in French as a foreign language and language learning motivation. The Modern Language Journal, 95: 496–518

Graham, S., L. Fisher, J. Hofweber, and H. Krüsemann. (2020a). Getting creative in the languages classroom. In Creative Multilingualism: A Manifesto, eds. K. Kohl, R. R.

Dudrah, A. Gosler, S. Graham, M. Maiden, W-C. Ouyang, and M.Reynolds. 151–176. Open Book Publishers. https://www.openbookpublishers.com/product/1166

Graham, S., Woore, R., Porter, A., Courtney, L. and Savory, C. (2020b), Navigating the Challenges of L2 Reading: Self-Efficacy, Self-Regulatory Reading Strategies, and Learner Profiles. The Modern Language Journal, 104: 693-714. https://doi.org/10.1111/modl.12670

Kasprowicz, R. E., and Marsden, E. (2017). Towards ecological validity in research into input-based practice: Form spotting can be as beneficial as form-meaning practice. Applied Linguistics, 1-27.

Marsden, E. (2007), Can educational experiments both test a theory and inform practice?. British Educational Research Journal, 33: 565-588. https://doi.org/10.1080/01411920701434094b Ofsted. 2021b. Curriculum research review for languages. 7 June, 2021. https://www.gov.uk/government/publications/curriculum-research-review-series-languages

Porter, A., Graham, S., Myles, F. and Holmes, B. (2022) Creativity, challenge and culture in the languages classroom: a response to the Ofsted Curriculum Research Review. Language Learning Journal, 50 (2). pp. 208-217

Suzuki, Y., Nakata, T. and Dekeyser, R. (2019), The Desirable difficulty framework as a theoretical foundation for optimizing and researching second language practice. The Modern Language Journal, 103: 713-720. https://doi.org/10.1111/modl.12585

Woore, R., Graham, S., Porter, A., Courtney, L. & Savory, C. (2018). Foreign language education: unlocking reading (FLEUR): A study into the teaching of reading to beginner learners of French in secondary school. Funded by The Nuffield Foundation.

Yanagisawa, A. and Webb, S. (2021). To what extent does the involvement load hypothesis predict incidental L2 vocabulary learning? A meta-analysis. Language Learning, 71: 487-536. https://doi.org/10.1111/lang.12444

C) Research aims and questions

The overarching aim would be to improve our understanding of the roles of (adapted-)authentic material in mainstream foreign language education in state schools among teenagers who are about to choose which GCSEs subjects to study.

We will investigate the extent to which the causes behind any benefits for motivation and/or learning are related to variables such as (a) the texts themselves, (b) the teaching approaches used, and/or (c) the learners' individual characteristics.

D) Methods

This PhD would involve designing and conducting a series of studies that manipulate, control, and/or measure variables related to (a), (b), and/or (c), in carefully designed experimental studies that would be conducted in real classrooms with year 9 and/or year 11 learners about to opt for their GCSEs and/or A level. Outcome measures would include both affective variables (such as motivation, enjoyment, self-efficacy) and linguistic outcomes (reading comprehension, vocabulary, and grammar).

The student would choose the context in which to work. Preference will be given to Anglophone contexts in which foreign (non-English) languages are learned in statutory (obligatory) school lessons, over about one year. However, other contexts for the study will be considered. The designs will be pre- post- delayed-post-test (quasi-)experimental designs.

E) Skills and opportunities you could gain

You will have the opportunity to work with teachers in schools, building on established networks. You will gain knowledge and experience in research methods in experimental designs, statistical analyses, the development of stimuli for interventions, and test creation and validation.