FACULTAD DE HUMANIDADES Y CIENCIAS DE LA EDUCACIÓN

UNIVERSIDAD DE JAÉN
Facultad de Humanidades y Ciencias de la Educación

Trabajo Fin de Grado

Motivation in Second
Language Learning

Alumno/a: Juana María Ruiz Guevara

Tutor/a: Ana María Ortega Cebreros

Dpto.: Filología Inglesa

Mayo, 2023
Abstract......................................................................................................................................3
1.INTRODUCTION................................................................................................................... 4
2.OBJECTIVES.......................................................................................................................... 4
3. LITERATURE REVIEW........................................................................................................5
3.1. Motivation in second language learning........................................................................ 5
3.1.1. Definition of motivation........................................................................................5
3.1.2. Gardner's motivation theory..................................................................................6
3.1.3. Types of motivation.............................................................................................. 9
3.1.4. Factors affecting motivation in Second Language Learning.............................. 12
3.1.4.1. INTERNAL FACTORS............................................................................. 12
3.1.4.2. EXTERNAL FACTORS............................................................................ 14
3.2. Motivation and motivating in the foreign language classroom....................................17
3.2.1. Motivational methodology..................................................................................17
3.2.2. The role of teacher’s attitude in learner’s motivation......................................... 21
4. PRACTICE PROPOSAL......................................................................................................22
4.1. INTRODUCTION....................................................................................................... 22
4.2. CONTEXTUALIZATION........................................................................................... 23
4.3. COMPETENCES.........................................................................................................24
4.4. OBJECTIVES.............................................................................................................. 26
4.5. METHODOLOGY.......................................................................................................27
4.6. PROCEDURES............................................................................................................28
4.7. EVALUATION.............................................................................................................39
5. CONCLUSION.....................................................................................................................40
6. BIBLIOGRAPHICAL REFERENCES................................................................................ 41
7. APPENDICES...................................................................................................................... 44

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Abstract

This final degree project provides research on the importance of motivation as an

essential factor when learning or teaching a foreign language. On the one hand, the theoretical
framework will deal with the definition of motivation, and the motivation theory developed
by Robert C. Gardner. Moreover, it will analyse the different types of motivation along with
the motivational factors that affect students in their learning process. On the other hand, we
will focus on strategies for effective learning in the classroom, as well as the significance of
the teacher's attitude to maintain students’ enthusiasm during the second language acquisition.
The second part of the project will consist of a practice proposal which includes a design of
activities to encourage students' motivation towards a suitable integration into the Second
Language environment.

Key words: motivation, second language learning, classroom rapport, learning attitude,
motivational strategies.

Resumen
Este trabajo de Fin de Grado ofrece una investigación sobre la importancia de la
motivación como factor esencial a la hora de aprender o enseñar una lengua extranjera. Por un
lado, el marco teórico abordará la definición de la motivación, y la teoría de la motivación
desarrollada por Robert C. Gardner. Además, se analizarán los diferentes tipos de motivación
junto con los factores motivacionales que afectan a los estudiantes en su proceso de
aprendizaje. Por otro lado, nos centraremos en las estrategias para un aprendizaje eficaz
dentro del aula, así como en la importancia de la actitud del profesor para mantener el
entusiasmo de los alumnos durante la adquisición de la segunda lengua. La segunda parte de
este trabajo de Fin de Grado consistirá en una propuesta práctica que incluirá un diseño de
actividades orientado a fomentar la motivación de los estudiantes hacia una integración
adecuada en el entorno de una segunda lengua.

Palabras clave: motivación, aprendizaje de segundas lenguas, clima del aula, actitud en el
aprendizaje, estrategias motivadoras.

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1.INTRODUCTION

Learning is a complex procedure that involves the act of acquiring new knowledge,
understanding, skills, values, and attitudes. However, second language learning implies
many factors such as motivation, attitude or age that influence the functionality in the
individual learning progress. Motivation is considered a factor with a high degree of
importance in second language learning. Its role has led us to discuss the need to focus on
motivation in the classroom in order to increase the students’ interest.

This project attempts to explain how motivation is the principal force that drives
individuals to learn a L2. For this purpose, we will focus on students’ attitudes, and how
through this mental strength a significant involvement and participation in the foreign
classroom will be accomplished by the learners. Moreover, we will deal with a wide
variety of influences in individuals’ motivation that cause them to behave in one way or
another.

On the basis of the theoretical findings and with the aim to enable students to
achieve their learning goals effectively and productively, this dissertation will also develop
a practice proposal that can be implemented in Secondary Education, focusing on the
motivational patterns that can influence individuals in their L2 learning progression.

2.OBJECTIVES

This project aims to focus on motivation from a theoretical and practical

perspective in order to learn to maintain students’ motivation in the second language
classroom. The main specific objectives of this final degree project are the following:

● To trace the origins of the consideration of motivation in Second Language

learning.
● To explore the different interpretations of the concept of motivation.
● To differentiate among different types of motivation in individuals.
● To examine the factors that affect motivation in Second Language learning.
● To explore classroom techniques to maintain students’ motivation in the
Second Language classroom.
● To make a practice proposal based on the previous theoretical findings on
the role of motivation in the Second Language classroom.

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3. LITERATURE REVIEW

3.1. Motivation in second language learning

Motivation is considered as a major factor for achievement in second language

learning. It is suggested that learners without appropriate motivation will not be able to
achieve their objectives. Accordingly, motivation influences the learners’ success or
non-success in foreign language learning.

In the 1970s with the cognitive revolution, the inner workings of the human mind
were a major issue of discussion. The analytical lens commenced to focus on the human
mind’s techniques for processing information and shaping behaviour. Socio-contextual
factors are relevant if they are filtered through the perceptions of individuals. This fact has
an intuitive sense since we, as individuals, are the ones who initiate the actions. As a
consequence, it will lead to individual motivation, which we consider to be the immediate
cause of human behaviour.

3.1.1. Definition of motivation

Individual motivation plays an important role in human behaviour and psychology.

It determines the amount of energy an individual needs for carrying out a task, the state of
mind to cope with that particular task, and moreover, the perseverance to accomplish it.
Considering that motivation is an intricate concept, no universal definition has been
established. However, important scholars have studied and examined this critical term
reaching to interesting conclusions.

According to Dörnyei and Schmidt (2001:06) motivation is “the driving force in

any situation”. It can be considered as an essential motor in any human being, which is
able to activate and mobilise the attitudes of a learner. From this perspective, motivation is
a mental impulse that assists individuals to perform an action. When learning a second
language, motivated individuals begin to learn it without being aware that they can master
it. For this reason, action is considered a precedent of achievement. Nevertheless,
motivated students will manifest better results if they realise that their attainments increase.

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 Moreover, related with Dörnyei and Schmidt’s thoughts, Weiner (1992:17)
emphasised that “motivation is the study of the determinants of thoughts and action it
addresses why behaviour is initiated, persists, and stops, as well as what choices are
made”.

On the other hand, the curiosity for discovering the world and living experiences
have been the causes of learners’ enthusiasm for learning a foreign language. Additionally,
Hall (2011:134) argues that “it is difficult to imagine anyone learning a language without
some degree of motivation”. In relation to Hall’s statement, motivation is considered a key
factor for learning a foreign language since motivated learners will have a strong interest
and will enjoy the task of learning a new language.

As we can see, the presence of this range of definitions shows the complexity of
this term. However, as a conclusion, we can confirm that motivation is the inner
psychological drive that determines individuals’ behaviour.

3.1.2. Gardner's motivation theory

Over the last three decades, a wide variety of psychological research studies have
been accomplished on the role of what motivates individuals to learn a foreign language.
Robert Gardner and Wallace Lambert, two Canadian psychologists, were the pioneers of
motivation’s theories. They based their research on a social psychological framework.

Around the 1960s in Canada, Gardner together with Lambert, commenced

systematic research on the importance of motivation to learn a foreign language. This
investigation was developed in order to encourage adequate intercultural communication,
besides establishing connections between people from different nations and communities.
Gardner (2005) incorporated into his theory three key elements that are characteristic of L2
motivation. First of all, the motivational intensity or effort that learners make with the
purpose of learning a language: “they express effort in attaining the goal, and they show
persistence” (Gardner, 2005:4). Secondly, the students’ desire to learn a language or to
achieve a certain objective: “they have a strong desire to attain their goal, and they enjoy
the activities necessary to achieve their goal” (Gardner, 2005:4). Finally, we have to
consider the positive feelings experienced by learners when learning a L2: “they are

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aroused in seeking their goals, they have expectancies about their successes and failures,
and when they are achieving some degree of success, they demonstrate self-efficacy; they
are self-confident about their achievements” (Gardner, 2005:4).

Additionally, a relevant aspect that Gardner discusses in his theory is the

relationship between motivation and orientation. Gardner considered “orientation” as the
reason that people are motivated by, and these orientations are in charge of assisting
individuals’ motivation. Consequently, Gardner proposed a distinction between two
orientations: integrative orientation and instrumental orientation. This contrast became
controversial when investigating L2 motivation.

Although both are considered important, Gardner (2005:20-21) highlighted

integrative orientation as the most relevant one; students integratively oriented adopt a
more sincere and positive approach to become part of the L2 community.

Nevertheless, the most important contribution of Gardner’s motivation theory is the

socio-educational model of SLA (see Figure 1). This model has been relevant and used for
decades to explain different hypotheses of second language learning motivation. The three
main variables of the socio-educational model of SLA: Attitude to Learning Situation,
Integrativeness, and Instrumentality are considered as the major factors that influence an
individual's motivation. The nature behaviour which arises within the individual, his/her
open mind to other cultural communities, and the responsibility for mastering the foreign
language are the reasons for achieving a L2.

Figure 1: Gardner’s socio-educational model (Gardner, 2005)

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 ● The variable Attitudes to Learning Situation involves principally the attitudes
adopted by the learner when learning a language. If we focus on a school
environment, these behaviours are mainly directed at the teacher. Clearly, an
interesting and proficient teacher will influence the level of learner motivation.
Nevertheless, there are other important aspects to consider such as the classroom
atmosphere, classmates, school materials, etc.

● In the Socio-Educational Model, the variable Integrativeness implies the

individual’s personal interest in joining a speech community. This interest tends to
be favourable as the individual is completely open to a new linguistic community in
order to be acquainted with cultural groups and traditions. On the one hand,
Gardner claimed that integrativeness is considered as “an individual openness to
taking on characteristics of another cultural/linguistic group” (Gardner, 2005:7).
Dörnyei and Schmidt (2001:314-315), on the other hand, argued that integrative
orientation can be considered as “an interest and willingness to get to know about
someone else’s culture and to interact with members of that group. However, the
variable Instrumentality involves the pragmatic reasons an individual learns a
language.

● Gardner considered Language anxiety as a complex variable. It can be

contemplated from both a positive and a negative perspective. From a positive
view, some experts considered language anxiety as one of the reasons to achieve
learners’ goals. Nonetheless, being considered a negative point of view, it could
influence the student’s linguistic productivity, resulting in a decline in language and
communicative skills.

In Gardner’s model, we can observe the bidirectional arrows linking Integrativeness

to Attitudes to Learning Situation and also to Instrumentality. These indicate that the
variables, Integrativeness and Instrumentality are expected to be positively related with one
another. Individuals who possess an integrative orientation are supposed to perceive the
language learning situation from a positive point of view. Moreover, they are expected to
be high in instrumental orientation.

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 Furthermore, the diagram shows uni-directional arrows linking Attitudes to
Learning Situation, Integrativeness, and Instrumentality to Motivation. This suggests that
motivation is influenced by these constructs. On the other hand, we can find uni-directional
arrows that connect Ability and Motivation to Language achievement suggesting that these
are the two fundamental elements responsible for the learners' differences in achievement
within a learning environment.

Finally, Gardner’s model shows two directional arrows from linking language
anxiety and achievement indicating that learners suffering from language anxiety are more
likely to obtain lower results of achievement, and learners with poor learning achievements
will tend to feel nervous in L2 communicative situations.

3.1.3. Types of motivation

When it comes to learning a second language, we realise each individual has

different reasons for learning a language. Occasionally, we decide to master a new
language merely for welfare purposes or to achieve something in return. Nevertheless,
other times we experience the necessity of integrating into a second language community
in order to get closer to its culture or to accomplish a functional reason. This leads to the
conclusion that each learner has his/her own purpose to enter into a new language
environment.

INTRINSIC VS. EXTRINSIC MOTIVATION

Learning a second language, all learners experience motivation in a different way.

This entails a distinction between two varieties of motivation that are elementary
constituents for learners to achieve during his/her educational process. These are known as
intrinsic and extrinsic motivation.

According to Deci and Ryan (1985:11): “intrinsic motivation is the energy source
that is central to the active nature of the organism”. Intrinsically motivated learners
consider learning as a goal in itself. They connect second language learning with a sense of
managing and accomplishing inner personal objectives. On the other hand, Williams and
Burden (1997:123) claimed that individuals will be motivated if “the reason for performing

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the activity lies within the activity itself”. Consequently, learners with this inherent
motivation are supposed to exhibit his/ her potentiality and capabilities to the limit in order
to satisfy himself/herself and abstain from external factors.

Whereas intrinsic motivation arises from within the individual, extrinsic motivation
emerges from outside the individual. Extrinsically motivated learners are interested in
integrating themselves with “extrinsic regulations that are useful for effective,
self-determined functioning” (Deci and Ryan, 1985:09). They perform behaviours
independently of their internal fulfilment. Learners with extrinsic motivation possess an
operant conditioning by which they develop their capabilities with the aim of getting
rewards such as a grade. As a consequence, this kind of learner tends to experience tension
and pressure when learning a language due to the fact they only focus on the end goal.

However, as intrinsic motivation is a natural instinct, we can relate it to a

non-instrumental nature. Learners’ efforts to master a new language are not dependent on
outcome, but on one’s own behaviour. As Deci and Ryan (1985:34) argued: “the emotions
of enjoyment and excitement accompanying the experiences of competence and autonomy
represent the rewards for intrinsically motivated behavior”. Furthermore, as mentioned
above, learners with an intrinsic motivation conduct the task with no expectations of
rewards from outside. Many researchers claimed that the dominant objective they have is
related to particular consequences such as self-sufficiency and knowledge that are superior
to extrinsic motivation.

In conclusion, intrinsic motivation is contemplated as the ideal form of motivation

in order to achieve language learning success. Nevertheless, extrinsic motivation tends to
be relevant to encourage actions for behaviours that are not intrinsically persuasive.
Accordingly, a student’s total motivation is accomplished by a union of intrinsic and
extrinsic motivation.

INTEGRATIVE VS. INSTRUMENTAL MOTIVATION

In addition to individuals who are influenced by an intrinsic or extrinsic motivation

to learn a foreign language, we will further discuss two notable motivational concepts

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proposed by Gardner and Lambert in 1972. These notions are integrative and instrumental
motivation.

Individuals who are integratively motivated, on the one hand, have a strong interest
in joining mother-tongue communities. Moreover, their optimistic and productive attitude
leads them to interchange knowledge and ideas with members of the target language group.
Gardner (2005:20-21) claimed the following:

If an individual is highly motivated to learn another language, has an open and

accepting approach to other cultural groups and/or a strong emotional interest in the
target language group, and has a positive evaluation of the learning situation, then
we might describe that person as being integratively motivated to learn the
language.

Furthermore, Dörnyei (2010:74) stated that “integrative motivation refers to the

desire to learn an L2 of a valued community so that one can communicate with members of
the community and sometimes even to become like them”. Accordingly, any individual
who is influenced by this kind of motivation will naturally join the L2 community.
Thereby, the learner must get familiar with a series of attitudes and typical habits of that
specific language community. As Grdner and Lambert (1974:14) stated: “the language
student must be willing to adopt appropriate features of behaviour which characterise
members of another linguistic community”.

On the other hand, individuals who are instrumentally motivated learn a L2 with
the aim of obtaining specific purposes instead of acquiring mastery of that language. For
instance: an individual is interested in learning a new language simply for getting a better
job or a higher position in his company. As Dörnyei claimed (2010:74) instrumental
motivation is related to the “concrete benefits that language proficiency might bring out”.
Consequently, learners instrumentally motivated benefit from L2 learning profits.

Furthermore, Gardner and Macintyre (1991:68) claimed that integratively

motivated individuals are hard-working learners, join on extracurricular activities, and they
are prone to continue L2 learning: “in the real-life context, integratively motivated students

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work harder, are more likely to participate in excursion programs, and are less likely to
drop out of language study”.

Additionally, Gardner (1985:64) argued that integrative motivation plays a more

relevant role than instrumental motivation. As a consequence, there are two possible
distinctions between individuals with an integrative motivation. Firstly, we can find
integratively motivated individuals who incorporate themselves into a new speaking
community since they have not experienced a total satisfaction with their own community.
For that reason, they have the necessity to join them. In contrast, there are other individuals
who join in a community in an affectionate and sociable way.

In conclusion, these two types of motivation are relevant in order to learn a foreign
language. However, integratively motivated learners will have better possibilities to
become a second language expert than instrumentally motivated individuals by the nature
of their aims.

3.1.4. Factors affecting motivation in Second Language Learning

There are many factors that can influence individuals’ motivation in second
language learning. Internal factors which the individual internally possesses and controls,
and external factors which come from the outside and their impact on the individual can be
positive or negative.

3.1.4.1. INTERNAL FACTORS

1. Attitude

Attitude has a close relationship with motivation. According to Gardner and

Lambert (1972:143) attitudes “influence and determine one’s progress in mastering a
foreign language”. In L2 learning, learners who decide to learn a language experience a
personal attitude, however, we will notice that there are two opposite outlooks towards L2
learning. There are students with more positive attitudes than other members of the class.
On the one hand, for some, the path of learning a target language can be experienced with
enthusiasm; for others, it can be interpreted as an ‘imposition’.

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 Nevertheless, attitudes are a moldable factor that can be shaped by social factors.
Parents with a positive view towards the second language community encourage and
influence children to experience it as well. Whether the learner notices he/she is supported
by his/her social circle, his/her motivation’s level will be higher than those who manifest a
lack of interest in mastering it.

On the other hand, attitudes are related to language achievement. In an interview

carried out by Lennartsson (2008:21) a student claimed that “he needs to feel that he needs
the new language for a purpose or else it does not feel that tempting to learn it”. As a
conclusion, we can relate attitudes with the way we behave towards situations, in this case,
second language learning.

2. Foreign language anxiety (FLA)

For many years, researchers have considered FLA as a major factor that mainly
adversely affects the individual in the second language learning process. Students who
suffer from language anxiety experience feelings such as worry, fear, or even quickly
heartbeats. These emotions involve their language motivation drops. Anxious language
students tend to have difficulty in two main language skills: listening and speaking. On the
one hand, Littlewood (1984:58) argued that “in an environment where learners feel anxious
and insecure, there are likely to be psychological barriers to communication”.
Consequently, they report being afraid of participating in role-plays or debates due to the
fact that other class-group members may not treat him/her with respect.

On the other hand, Horwitz, E.K, Horwitz, M.B and Cope (1986:131) stated that
teachers “can make the learning context less stressful” in order to make anxious students
feel totally integrated with the class. For this reason, Hadfield (1992:25) proposed
ice-breakers activities which would be useful in order to create a pleasant context for
children. As a result, she claimed that the main objectives for using this kind of activity
with a new group are:

1. to get the students to make their initial contacts with each other through
English.

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 2. to get the students to make contact with as many other people as possible.
3. to learn names.
4. to find out something about other group members and to begin to get to
know them in an informal and friendly way.
5. to encourage fluid seating arrangements and discourage ‘territoriality’.
6. to create a relaxed and enjoyable atmosphere.

Nevertheless, individuals with FLA are not able to fully understand the teacher,
leading to not receiving totally the input. For all of these reasons, teachers are in charge of
“helping them to cope with the existing anxiety-provoking situation” (Horwitz, E.K,
Horwitz, M.B and Cope, 1986:131) to ensure that the learners’ motivation is maintained.

3. Personality

In the classroom environment, teachers principally observe the individual

characteristics of each student, and they notice a distinction between students with an
introverted or extroverted personality. On the one hand, those who are extroverted will
tend to be more highly motivated by the target language than those who are introverted
since they will have no problems with social interaction. According to Stern (1984:379):
“outgoing students with histrionic talents are more successful language learners than more
inhibited or introverted students”.

On the other hand, individuals with introverted personality are more likely to avoid
interaction with habitants from the target group. This fact generates a ‘culture shock’ in
which the state of individuals’ anxiety increases because they are not prepared to integrate
totally into an unknown society for them. However, according to Stern (1984:380):
“introversion might well be regarded as advantageous to the systematic study of a
language” since introverted students are considered mature, and they are capable of
accepting frustrations in the L2 learning context.

3.1.4.2. EXTERNAL FACTORS

1. Students’ relations with other classmates

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 This factor has a major impact on second language learning as it can have an
influence on the learner’s level of motivation. On the one hand, the type of relationship
between students emotionally affects a learner, leading to a lack of motivation to continue
learning. In many situations, the learner does not succeed in integrating into the class
environment since there are already subgroups in the class. This leads to a loss of learner
self-confidence and creates a sense of lack of confidence in relation to his/her own abilities
to master a foreign language. Moreover, the teacher will perceive the learner's isolation
since he/she will feel fear of facing the possible tasks or discussions that will take place in
the class. For this reason, the teacher must ensure a pleasant atmosphere since “classrooms
are places where learners learn the norms and values of society at large to which they then
conform” (Hall, 2011:43).

2. Fomenting cooperation among the learners

Cooperation among learners is considered relevant to maintaining their learning

motivation. Each member of the group is required to contribute his or her own ideas and
knowledge to reach a final conclusion for the task. According to Williams and Burden
(1997:194): “learners are also members of a social world and will need to be given
opportunities to work co-operatively with others in order to be successful in such a world”.
Furthermore, the learners’ fulfilment at the moment of finishing the task will be higher
than if he or she worked individually since the group celebration will be sprightliest.

On the other hand, team cooperation is an effective mechanism for learning a L2

since the learner is not supposed to exhibit insecurity or fear signs. They are confident, as
they can be supported by any member of the group. Dörnyei (2001:100-101) points out the
following:

When students work together they tend to like each other regardless of ethnic,
cultural, class or ability references. This is because in cooperative situations
students are dependent on each other and share common goals, which in turn
creates a feeling of solidarity and comradely supportiveness.

Furthermore, Hadfield (1992:12) pointed out what she considers as features of a

successful group:

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 ● There is a positive, supportive atmosphere: members have a positive
self-image which is reinforced by the group, so that they feel secure enough
to express their individuality.
● The group is tolerant of all its members; members feel secure and accepted.
● Members co-operate in the performance of tasks and are able to work
together productively.
● The members of the group trust each other.
● Group members are able to empathise with each other and understand each
other’s points of view even if they do not share them.
● Group members have a positive attitude to themselves as learners, to the
language and culture being studied, and to the learning process.
● Members of the group listen to each other and take turns.

3. Teachers as significant others

In the L2 environment, teachers are considered as models by students. Most

teachers are centred on teaching the syllabus closely. As a consequence, the learner’s inner
emotions are forgotten. However, if learners do not exhibit motivation in the classroom,
they will not completely focus on their own learning’s development. Moreover, students
tend to manifest a sensitive attitude towards the teacher as he/she acts as the ‘leader’ of the
whole class who influences them. For this reason, teachers can positively or negatively
affect students’ motivation in the learning context.

Dörnyei argued that teachers are in charge of activating students’ motivation in the
classroom. They must be empathic and enthusiastic in the learning environment.

Teachers who share warm, personal interactions with their students, who respond to
their concerns in an empathic manner and who succeed in establishing relationships
of mutual trust and respect with the learners, are more likely to inspire them in
academic matters than those who have no personal ties with the learners. (Dörnyei,
2001:36)

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 4. Feedback

Feedback is an important element required in order to make progress. However,

teachers tend to provide ‘controlling feedback’ to the students. This kind of unfavourable
feedback affects students’ motivation. Instead of this, teachers should provide students
with ‘informational feedback’ in order to offer information that helps them perform their
tasks. As Crookes and Schmidt (1991:490) claimed: “teachers’ feedback should be
informational, directing the students’ attention to what she did that resulted in success”.

Dörnyei (2001:123) argued three key aspects in order to guide teachers into
effective feedback. Firstly, feedback must contain constructive comments with the aim of
increasing learners' learning spirit. Secondly, teachers must behave empathetic towards
learners in order to transmit self-confidence. Thirdly, feedback encourages learners to
reflect on areas that could improve, and identify aspects that have improved through their
efforts. Finally, Crookes and Schmidt (1991:490) argued that teachers’ feedback “needs to
be provided not only at the end of an activity, but also onset of a similar, subsequent
activity for the purpose of not demotivating the pupil”.

3.2. Motivation and motivating in the foreign language classroom

Once theoretical aspects related to motivation have been dealt with, we will focus
on different ways in which teachers can create satisfaction, interest and relevance in the
students during the L2 learning process.

3.2.1. Motivational methodology

In order to maintain the motivation of the learner in the L2 classroom, we will

need a number of strategies and techniques to keep students focused on learning.
Moreover, we will suggest how to introduce these strategies appropriately in the foreign
language classroom.

● Present and administer tasks in a motivating way

The way teachers present tasks can moderate students’ effectiveness. On occasions,
learners feel that classroom topics are not interesting at all, as a consequence, they
disconnect from the learning context. However, we would be able to maintain their
attention with a suitable introduction.

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 According to Dörnyei (2001:79), “if we want our students to give their best when
attending to a task, they need to see the point in what they do”. For this reason, there are
several aspects teachers should consider. First of all, they must clarify that the task is one
of the methods they will use in order to evaluate them during the learning process rather
than a challenge they have to confront. Secondly, the teacher can explain the objectives of
the activity by showing them within a board projection or a big picture. Furthermore, it is
important to highlight to students what acquired skills they can employ for the task. For
this purpose, it would be supportive to carry out a brainstorming on the board in which
students can make suggestions about the task. Immediately, the teacher must ask students
for possible questions or doubts about the activity. Finally, teachers will get more attention
from learners if they feel part of it. Teachers can make a kind of simulation of the activity
in which all students are involved. As Dörnyei (2001:81) claimed: “Never explain,
demonstrate!”

● Making the tasks more interesting

Variation in classroom tasks is a relevant aspect in order to maintain students

focused on the second language learning process. “Change is an essential part of
maintaining attention, because otherwise habituation will set in” (Crookes and Schmidt
1991:489). Consequently, classroom activities must attract individuals’ attention.
According to Ames (1992:263): “tasks that involve variety and diversity are more likely to
facilitate an interest in learning and a mastery orientation”. On the other hand, Dörnyei
(2001) proposed several motivating features to engage students in learning in an effective
way:

1) Challenge. Tasks that allow children to investigate and solve problems, or to face
up obstacles will be a great support for the students to develop their skills willingly.
2) Interesting content. Getting students interested is easier if we approach learning
tasks to their own interests. By introducing new aspects to the classroom context,
and breaking with lessons’ routine teachers will encourage students’ attention.
3) The exotic element. Tasks in which learners can observe and discover new places
will keep them learning due to the fact that they start to imagine a life in such
places.

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 4) The fantasy element. Classroom tasks should arouse children’s curiosity in order to
encourage them to show their capacities. Activities that allow children to use their
imagination and create new scenarios will be suitable for maintaining them active
during the whole class.
5) Competition. The notion of “competition” lets children perform the task
productively as they are confident that there will be a final reward or purely for
winning satisfaction.

● Increasing student involvement

Another strategy to manage students’ motivation in class is to ‘invite’ each

individual to be the protagonist of the activity. In order to achieve this, Dörnyei (2001:77)
claimed that teachers can create learning situations in which students actively demonstrate
their own capabilities accompanied by the other members of the group. In this way, each
learner will perceive the support of their classmates as each one will have a different role
to perform. Everyone will enjoy the learning process, and they will not mainly focus on
their negative capabilities as they feel equally integrated in the activity.

● Use of goal-setting methods in the classroom

As we have already mentioned previously, each individual possesses different

reasons to learn a L2, and each one establishes his/her own learning goals. However, the
process of mastering a second language certainly can be tiresome for some. To prevent this
fact, teachers can encourage learners to establish short-term goals which provide them the
opportunity to realise they are able to accomplish a task with effort.

Nevertheless, objectives have to follow a set of ‘rules’ for the purpose of functional
motivational learning. First of all, goals should be explicit. The learner focuses specifically
on his/her own aim providing adequate details. Secondly, goals should be realistic. Setting
those that are difficult for the individual to achieve just makes him/her feel unable to learn
the L2. As Dörnyei (2001:82) claimed “personal goals such as reading a chapter of a book
every weekend or learning 10 new words every day may energise learning just as well”.
Thirdly, goals should have a deadline. In this way, teachers will promote each individual’s
self-independence, and the learner will take responsibility for accomplishing it. For the

19
fulfilment of these short-term goals in the classroom, Dörnyei (2001:85) proposed an
example of a weekly goal-setting logbook that can be seen below (see Figure 2):

Figure 2: Example of a weekly goal-setting logbook.

● A pleasant and supportive atmosphere in the classroom

Williams and Burden (1997:202) pointed out that “a suitable environment for
language learning should be one that enhances the trust needed to communicate and which
enhances confidence and self-esteem”.Teachers must create a comfortable and protected
environment for students to freely participate and express their language skills in the
classroom. Respect rules among all members of the group are required for the purpose of
making the learner feel capable of committing mistakes. For this reason, teachers must
encourage them to take risks and accept their mistakes as a common part of the learning
process. Accordingly, Deci and Ryan (1985: 202) stated the following:

Language classrooms need to be places where learners are encouraged to use the
new language to communicate, to try out new ways of expressing meanings, to
negotiate, to make mistakes without fear, and to learn to learn from successes and
failures.

On the other hand, Dörnyei (2001:41) argued that an effective technique to increase
individuals’ motivation is the use of humour. This strategy does not consist in changing
teachers’ attitudes towards their students, instead it is based on the teachers’ capacity to

20
create a confident relationship with them. If students can perceive the support of the
‘leader’, there will be more possibilities of positive impact on them.

Moreover, another relevant aspect to consider is the physical context of the

classroom. Asking students about their own opinions about the learning environment will
let teachers create a suitable environment which covers their own needs. Students’
involvement in personalising their learning context will help them to feel valued.
According to Deci and Ryan (1985:202) “each individual will construct their own sense of
environment in which the language is learned”.

3.2.2.- The role of teacher’s attitude in learner’s motivation

In the L2 environment, teachers are essential to develop students’ learning process.

Learners tend to imitate the attitudes of their teachers. As a consequence, all students are
predisposed to be influenced by their own perceptions about the behaviour of their teacher,
and this fact can be reflected in the learning motivational process. Williams and Burden
(1997:207) stated the following:

The teacher is vital in fostering the right climate for learning to take place, for
confidence to develop, for people’s individuality to be respected, for a sense of
belonging to be nurtured, for developing appropriate learning strategies, and for
moving towards learner autonomy.

Teachers should adopt a set of attitudes in the learning context in order to promote
effective learning. On the one hand, they can encourage children to develop a notion of
self-efficacy by reinforcing them with positive feedback such as “You can do it!”, “Well
done!” At the moment the individual notices that his effort is positively recognised by the
teacher, a strong efficacy inside the learner arises, and his motivation to continue learning
will increase. Furthermore, an interest in developing students’ self-confidence is extremely
important. Confidence in the learner, and a daily reinforcement of their individual abilities
will enable them to experience accomplishment in the target language. According to
Dörnyei (1994:281), teachers will be able to create self-confidence in the learner “ by
projecting the belief that they will achieve their goal”.

21
 On the other hand, the type of authority the teacher shows towards children is a key
factor. Individuals must perceive they are also relevant. For this reason, the teacher must
allow students to express themselves openly, offering them opportunities for possible
suggestions. In addition, allowing learners to assume responsibility with the tasks will help
them develop their self-independence in the target language environment. According to
Deci and Ryan (2000:73), “the experience of autonomy facilitates internalization and, in
particular, is a critical element for a regulation to be integrated”.

Furthermore, Dörnyei (1994:282) established three main features that teachers must
possess: empathy, congruence, and acceptance. Teachers must be careful of students'
emotions. A change of roles is essential for the teacher to notice each individual needs.
According to Williams and Burden (1997:32), “the teacher conveys warmth and empathy
towards the learner in order to establish a relationship of trust”. Congruence refers to the
authenticity of that person when teaching a L2. Teachers should show their real personality
in front of their classroom. Additionally, acceptance involves the act of not judging any
learner for being different. It is about treating all individuals with the same human values.
As a conclusion, teachers will promote a motivational environment in the foreign language
classroom if he/she develops a series of actions that show trust and respect for the
individuals.

4. PRACTICE PROPOSAL

4.1. INTRODUCTION

The following practice proposal aims to reinforce the students’ second language
learning by applying motivational factors such as interaction, imagination, cooperation or
games to the classroom context. As mentioned throughout the project, motivation is
considered a key tool for the stability of the learner during the learning process; it is related
to the learner’s attitude towards learning through factors that will be considered in the
design of the activities proposed.

Negative feelings are ever-present in the classroom; lack of self-confidence leads to

an early disinterest in learning the L2. Bearing this in mind, the activities proposed are
expected to allow learners to acquire knowledge while showing a positive attitude towards

22
themselves and others. Moreover, they are expected to foster a sense of enjoyment and
curiosity towards the English language and culture.

4.2. CONTEXTUALIZATION

These lessons have been designed for a public school located in Córdoba, one of
the eight provinces of Andalusia (Spain). Its educational offer is extensive as it covers
various stages: Compulsory Secondary Education, Baccalaureate, and different types of
professional cycles. This school provides a Christian education.

Furthermore, this centre consists of four buildings and each one is utilised for a
specific purpose. Compulsory Secondary Education students, on the one hand, are located
in the first building which consists of three floors. Baccalaureate’ students, on the other
hand, are placed in the second building of the school which consists of two floors. In the
third building, where professional cycles students are placed, we can find the technology
studios, the drawing-rooms, the discussion room, and the laboratories. Finally, the fourth
building is the pavilion where students keep active playing sports. All buildings are
connected with a big common playground. Regarding the classroom, they are spacious and
illuminated. The acoustic conditions are suitable for each student. The temperature
conditions are regulated by air conditioning. The classroom is equipped with tables, chairs
(students are seated in pairs), a blackboard, a whiteboard, and a projector

The target group is second year students of a CSE classroom. The group consists of
18 girls and 12 boys aged 13-14. There are some different nationalities (Moroccan, and
Arabian) but they can communicate in Spanish. They belong to middle-upper class
families. This practice proposal will be carried out during the first week of the second
school trimester. The design of these activities in the middle of the school year will cause
the students a positive increase in their emotions and thoughts during the L2 learning
process. In addition, these activities proposed will help learners to continue learning from
an unstressed way. Thus, students will be able to finish their school year productively.

It will consist of four sessions (1 hour on Monday, 1 hour on Tuesday, and 2 hours
on Friday). The first and second sessions will be based on activities in which the teacher

23
will be able to maintain students’ motivation through their mental/physical involvement
and their interaction. The third and fourth sessions will be devoted to extracurricular
activities/outings in which students will be able to communicate and interact with members
of the L2 community, specifically exchange students from Kent (United Kingdom).
Focusing on students, they are expected to be interactive and at the same time show respect
towards the class and other members.

This practical plan will be employed as diagnostic sessions by the professor during
the learning development. He/she will focus on each learner’s reaction and attitude to
continuous L2 interactions, in and out of the classroom.

Moreover, students will be exposed to receptive (reading and listening) skills

during the whole process as they must understand correctly and receive the L2 information
in order to take a more effective and less stressed attitude in productive situations that we
will carry out in more depth in sessions 3 and 4.

4.3. COMPETENCES

One of the key aspects in Spanish education is the competences. For this reason, we
have to introduce the competences established in Order 217/2022, de 29 de marzo, por el
que se establece la ordenación y las enseñanzas mínimas de la Educación Secundaria
Obligatoria. This law promotes competences as an enabling factor in learning processes
and motivation to learn, due to the connection between its components. Furthermore, the
outcome of this learning will lead to an implementation of the acquired knowledge of the
students to the new instances appearing in their life. There are 8 competences that are
developed in Order:
a) Competencia en comunicación lingüística.
b) Competencia plurilingüe.
c) Competencia matemática y competencia en ciencia, tecnología e ingeniería.
d) Competencia digital.
e) Competencia personal, social y de aprender a aprender.
f) Competencia ciudadana.
g) Competencia emprendedora.

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 h) Competencia en conciencia y expresión cultural.

However, we will focus on the development of 4 of them for an effective progress

of our motivational practice proposal:

Competencia en comunicación lingüística Competencia personal, social y de

(Linguistic communication competence) aprender a aprender (Personal, social and
learning-to-learn competence)

This competence possesses a clear This competence is characterised by the

objective; the development of capacity to persist in the learning process
communicative actions within social requiring self-motivation during the
practices in which individuals act with learning process. In order to achieve this
other interlocutors in different contexts. purpose, curiosity and the need to learn are
These situations may involve the use of essential to the learner’s attempts to reach
one or more languages on an individual or their goals, thus producing a sense of
collective basis. During the development self-efficacy. Moreover, this competence
of this competence, the individual is promotes effective and autonomous
represented as both communicative agent learning. Students are guided to support
and receiver of the information throughout themselves with previous experiences and
the different languages. with the objective of applying the new
knowledge in other contexts such as
professional and private life.

Competencia ciudadana Competencia emprendedora

(Civic competence) (Entrepreneurship competence)

The most characteristic aspect of this This competence is based on the ability to
competence is the development of transform ideas into acts. For this reason,
interactive capacities to resolve conflicts in autonomy, interest, imagination and
a constructive way in different social and creativity are important to generate a
cultural environments, manifesting

25
 attitudes and values such as tolerance and mindset’s change that assists responsibility,
empathy. In addition, collaboration, self-discovery and critical thinking.
self-confidence and integrity are essential
to an effective implementation of this
competence in the learning process.

4.4. OBJECTIVES

During the development of these activities based on the implementation of

motivational strategies in the learning process, the students for which this practice proposal
has been designed will be able to:

1. Participate in communicative situations 8. Show autonomy during the development

with L2 members.
of L2 activities.

2. Interact with their classmates in the L2. 9. Enjoy doing activities in the L2.

3. Open up mentally to the English 10. Revise the use of some grammatical
language and culture. structures for communication: affirmative
and interrogative patterns, be able to
structure, present simple, verb TO BE.

4. Cooperate with each other while doing 11. Revise vocabulary related to the
the L2. following topics: personality, emotions,
personal information, daily vocabulary,
food, places, description, activities.

5. Develop a personal relationship with 12. Develop speaking, listening, reading

each other in the L2. and writing skills in the L2.

6. Demonstrate enthusiasm for learning the 13. Perform the following tasks in the L2:
L2. listening to a song and evaluating its
meaning, playing a guessing name, and

26
 performing with members of the L2
community.

7. Maintain themselves active during the

process of learning the L2.

4.5. METHODOLOGY

This practice proposal is based on the CLT (Communicative Language Teaching)

method. The need for active interaction among students and the development of students'
communicative competence in the English language has led us to employ this method.
According to Richards (2006:5), the role of learners is “to participate in classroom
activities that were based on a cooperative rather than individualistic approach to
learning”. During the whole process of this practice proposal, we will deal with pair and
group-work activities with the aim of encouraging students to cooperate and communicate
with each other.

Moreover, we will involve students into second language communicative situations

with an encounter with L2 English speaking members from Kent (United Kingdom) of the
same age range. The role of the teacher is to let the learners interact freely within the
learning environment due to the fact that the main objective of this method is to foster
fluent interactions in which students feel confident and capable of maintaining a
conversation in a foreign language. By using this method, the learning process will become
more interesting for the students; they are performed in a positive, warm and friendly
environment helping to avoid monotony in the classroom.

Additionally, we will try to accomplish the main principles of CLT methodology

proposed by Richard (2006:12-13):

● Make real communication the focus of language learning.

● Provide opportunities for learners to experiment and try out what they
know.

27
 ● Be tolerant of learners’ errors as they indicate that the learner is building up
his or her communicative competence.
● Provide opportunities for learners to develop both accuracy and fluency.
● Link the different skills such as speaking, reading, and listening together,
since they usually occur so in the real world.
● Let students induce or discover grammar rules.

4.6. PROCEDURES

SESSION 1

The first session of this practice proposal will take place on Monday and it will be
presented with the aim of an active participation and interaction among the individuals.
Besides, the aim of these activities is to reinforce the self-confidence of the learner.

ACTIVITY 1. CIRCLES. Adapted from Hadfield (1992:27)

28
Description of the activity Objectives

The teacher will ask students to stand up -To break with the monotony of class.
and form a big circle facing each other in
pairs. If possible, the teacher will move the
-To create a bond of team spirit.
classroom furniture around to create a larger
space.
-To prepare students for future interactions.
Each pair will have two minutes to find out
as much as possible about their partner. -To know each other better.
They can ask anything they like.
-To develop speaking and listening skills in
The teacher will be controlling the time,
when the time is up, the teacher will tell the the L2.
children to turn so that they are back to back
with their first partner, and facing a new -To revise and practise:
partner. Now, students should tell their new
partner everything they can remember about ● Questions and answers patterns in
the first partner. the L2.

After the discussion, the teacher will get ● L2 vocabulary for giving personal
them to sit down in the circle and ask them information.
to share anything they have discovered
about their partners.

Timing → 10’ Interaction pattern → pair-work.

Materials→ we do not need material to Motivational patterns→

develop this activity.
Through the development of this ice-breaker
activity, the teacher tends to create a close
relationship between learners which will be
useful in order to increase each student’s
self-confidence in his/her capabilities for
carrying out the task.

Mental/physical involvement will be useful

here as each individual can demonstrate
his/her own abilities in front of the class.

Each individual will feel secure working

with their classmates due to the fact that
everyone shares the same goal.

29
 ACTIVITY 2. WEEKLY GOALS

Description of the activity Objectives

Each student will be given a paper designed -To create enthusiasm in each learner.
by the teacher each week. The teacher will
tell them that they have to establish and fill -To assist the teacher with the needs of each
in the paper with their own weekly learning one.
goals.
-To help the students realise their learning
The teacher will explain to the students that progress.
they have to write realistic goals. Perhaps,
the teacher will have to provide possible -To promote students' autonomy.
examples of weekly goals on the
blackboard, in order to get students to -To develop speaking skills in the L2.
clarify and see how the structure of the
sentence is. For instance: “I will be able to -To revise and practise:
participate more in class”.
● Be able to structure for expressing
Once the students have written on the paper abilities.
their objectives, the teacher can open a short ● Future simple for describing actions
whole-class discussion on which each that will be developed in the future.
student is free to share them.

When the week is over, each student can

cross out the goals they have achieved. For
the not achieved ones, the teacher can help
them and guide them towards the right way
to reach them.

Timing → 15’ Motivational patterns→ By leaving the

student alone, the teacher will make the
Materials→ weekly-goal worksheets (See student feel safe. Besides, their fear signs
Appendix 1), pens, blackboard. will go down as the teacher trusts what they
are doing and gives them personal space.
Interaction patterns →
Each individual will be able to think about
individual and whole-class work. their own aspects to achieve or improve.
Furthermore, by sharing the objectives in
front of the class, the teacher will achieve

30
 that each learner accepts his/her own goals,
and will encourage students to reach them.

Context note: A lesson on feelings vocabulary has already been covered at the end of the
first term of the school year.

ACTIVITY 3. HAPPY BY PHARRELL WILLIAMS

Description of the activity Objectives

The teacher will start to reproduce the song -To encourage positive feelings.
Happy by Pharrell Williams on the
projector. While the song is reproduced, -To promote cooperation between the
each student will be given the English and members of the class.
lyrics of the song.
-To help introverted students with
After that, the students will have the integration in the classroom.
opportunity to read the song carefully. Once
they have read it, the teacher will ask a -To help students express themselves freely.
question of language comprehension;
Which part of the song has caught your -To develop speaking and listening skills in
attention the most? What feelings does this the L2.
song transmit to you? At what time of the
day would you listen to this song? Who -To listen to a song and evaluate its
would you recommend to listen to this meaning.
song?
-To revise and practise:
The students will share their feelings, and
● L2 vocabulary related to emotions.
they will be put in common. The teacher
● Answers patterns in the L2.
will read the lyrics aloud; together they will
try to practise the song. The teacher can
suggest to the students the correct
pronunciation of difficult words.

Once this step has been done, the teacher

will ask the students to stand up and sing
and dance the song all together.

31
Timing → 20’ Motivational pattern →

Materials→ projector and song worksheets The teacher will stimulate the students by
(See Appendix 2). singing and dancing this optimistic song in a
pleasant environment. This strategy will
Interaction pattern → whole-class work. allow the learner to escape from classroom
monotony for a while.

Students will be able to think about their

own perceptions of the song, as well as
demonstrate their feelings all together in
front of the class.

Both singing and dancing will be useful to

create a closer link between students. The
fact of singing and dancing the same song
will make the learners work productively.

Context note: A lesson on personality vocabulary has already been covered in the first
term of the school year.

ACTIVITY 4. PERSONALITY CROSSWORD

32
Description of the activity Objectives

The teacher will ask students to divide -To interact with members of the class.
themselves into groups of 3. Once the team
groups are formed, the teacher will give a -To cooperate and share ideas between
crossword worksheet to each group. them.

Putting their ideas in common, each group -To develop learners' thinking.
has the aim of resolving this crossword with
personality vocabulary. -To perform by playing a guessing name.

After all groups have completed the task, -To develop the reading and speaking skills
the teacher will ask for volunteers to resolve in the L2.
it aloud. The teacher can ask for possible
-To revise L2 vocabulary related to
doubts about the vocabulary proposed.
personality.
To end with the session, the teacher will ask
a general question to the students: Which
personality represents you best? In this way,
the lesson will end in a pleasant way.

Students will work in groups, however there

will be a debate at the end of the class in
which students can put all of their ideas
together.

Timing → 15’ Interaction patterns → group and

whole-class work.
Materials→ crossword worksheet (See
Appendix 3) and pens. Motivational pattern →

This kind of activity will be useful to

develop students' skills willingly. They will
feel respected by their team members.

There is a sense of competition in this

activity that will be useful to increase
students’ productivity.

Moreover, each individual will be able to

demonstrate their own abilities.

33
SESSION 2

This second session will take place on Tuesday. It includes a unique complex
activity in which students will be able to use their imagination for creating a poster.

WELCOME TO MY CITY

Description of the activity Objectives

The class will be divided into 6 groups of 5 -To foster students’ imagination.
students. Each group will be provided with
a blank poster, coloured pencils, and -To cooperate and share ideas with others.
stickers. Moreover, flashcards with useful
vocabulary will be provided too. -To activate students’ interest.

After that, the teacher will explain to them -To revise L2 vocabulary related to food,
that they have to design their own city using descriptive adjectives, places, and activities.
their imagination and acquired knowledge.
-To develop speaking, listening, reading and
The poster must include: writing skills in the L2.

-Name

-Typical food

-Interesting places to visit

-Descriptive adjectives

-Fun activities to do

-Curious facts about the city. E.g. Flying

cars or watching TV is forbidden here.

They can draw pictures to represent what

they are thinking if they do not know how
to express it in words.

When the posters are finished, the teacher

will display them around the classroom.
Students can then walk around and decide
which places to visit and tell the rest of the
class their decisions and why.

34
 Timing → 60’ Interaction pattern → group and
whole-class work.
Materials→ blank posters, coloured
pencils, stickers, flashcards (See Appendix Motivational pattern → each individual
will be able to put their ideas in common.
4). This fact will allow each student to discover
something new.

The use of imagination will be useful for the

learners since the teacher is allowing them
to express themselves freely.

They will work productively as they are

dependent on each other. Once the task is
done, students will feel more satisfied with
the result than if they had done the task
alone as they can share their achievement.

SESSION 3

This third session along with session 4 will be held for two hours on Friday. The
following proposed activities will be performed outside the classroom; the teacher with the
students will go to a nearby public school located in Córdoba. The purpose of visiting this
school is to carry out an encounter with a group of visiting students from Kent (United
Kingdom), who have come to Córdoba for a week, in which they will be able to exchange
their ideas, knowledge and skills. All students have the same age range.

ACTIVITY 1. LET’S GET TO KNOW EACH OTHER!

35
Description of the activity Objectives

To enable learners to accomplish an -To foster interaction with members of the

effective integration with L2 speakers, the target community.
meeting will start with a short interview
between them. -To be able to put the acquired knowledge
into practice.
Each student will be asked to join with a
student from Kent to interview him/her -To know more about the English language
using the flashcards that the teacher has and culture.
prepared as an aid for conversation. The
interview will be reciprocal; each partner -To create a sense of autonomy.
will be asked the same questions.
-To encourage learners’ self-confidence.
To help students answer the questions, the
corresponding structure for answering the -To break with classroom monotony.
specific questions will be written on the
flashcards. -To develop speaking, reading, writing and
listening skills in the L2.
To check that this activity is carried out
correctly, each student must write the -To revise:
obtained answers or a summary about their
● Vocabulary related to personal
conversation behind each flashcard.
information (interests, family,
hobbies,etc)
● The use of the verb TO BE for
giving personal information.

Timing→ 30’ Interaction patterns → pair, whole-class

work.
Materials→ flashcards (See Appendix 5) ,
pens. Motivational patterns→ By carrying out
this activity with L2 speakers, students will
notice that they are able to be fluent in a L2
conversation. This fact will maintain their
enthusiasm for L2 learning. Moreover, a
sense of autonomy and curiosity will be
developed in order to create an interest in
the English language and culture.

36
 ACTIVITY 2. WHAT AM I?

Description of the activity Objectives

The teacher will ask for a volunteer to start -To foster interaction with members of the
the game. The student will be assigned a target community.
flashcard with an image unknown to the
player. This image will be placed on the -To be able to put the acquired knowledge
student's forehead with the help of a ribbon. into practice.

After that, the rest of the students, who -To develop speaking, reading and listening
know what the player’s picture is, will have skills in the L2.
to help him/her guess the name of what it is
through clues. Once the player has guessed -To revise:
the word, another player will move on to
play. ● Vocabulary related to description
(descriptive adjectives, colours, etc)
The teacher will provide an example for the ● The use of present simple for giving
students to better understand the game. information.
● The use of affirmative structures for
MOUNTAIN:
interacting with classmates.
-You are tall.

-You have many rocks on you.

-People climb you.

Timing → 30’ Interaction pattern →whole-class work.

Materials→ flashcards (See Appendix 6). Motivational patterns→ by doing this

activity all together, the teacher will create a
notion of self-confidence in each student.
The teacher will highlight that what is really
important in this task is to show the
capabilities of each individual in order to
reach the final aim.

37
SESSION 4:

The following activity will consist of the performance of two role-play

performances. The teacher will present two different situations and give the students the
corresponding roles for each. Once the students of each role-play have finished
performing, the teacher will give other students the opportunity to participate in the
performance. In this way, every student will be able to perform and the role-plays will be
different and original.

ROLE-PLAY PERFORMANCES

Description of the activity

1. The Secret Party 2. Exam Disaster

Student A: You are having a big party in Student A: You have not studied at all for
your house while your parents are on the history exam and decide to cheat.
holiday for a week. You are having fun with However, the teacher realises that you are
your friends; you are dancing, singing, and cheating during the exam.
playing games.
Student B: You are the teacher, who is very
Student B: You are the neighbour who angry.
realises that it is an underage party, and you
decide to go to the party house and see what Student C, D&E: You are the student’s best
happens. friends who are concerned about the
situation.
Student C: You are a friend at the party who
is afraid because you lied to your parents. Student F: You are the headmaster of the
school.
Student D: You are the policeman who will
try to stop the party. Student G: You are the mother of the student
who goes to the schools when she finds out
Student E&F: You are the parents of the about the situation.
child organising the party.
Objectives

-To foster interaction between members of

the target community.

-To be able to put the acquired knowledge

into practice.

38
 Timing → 60’ -To promote students’ self-confidence.

Materials→ the teacher will provide the -To stir up students’ imagination.
students with different costumes and items.
-To develop listening and speaking skills in
For instance: policeman costume, the L2.
microphone, make-up, wigs, etc.
-To perform a performance with members of
the L2 community in the L2.

-To revise

● Daily vocabulary for interacting with

classmates.
● Affirmative and interrogative
patterns for interacting with
classmates.

Interaction pattern → group-work.

Motivational patterns→ with this

interaction, students will be able to show a
positive attitude towards the other members
due to the fact that they will perform in a
pleasant and comfortable environment. Each
individual will feel secure and at no time
they will feel judged, as everyone
contributes something to the performance,
even if it is minimal.

4.7. EVALUATION

Once the four sessions have been completed, the teacher will evaluate the results
obtained with this questionnaire in order to consider the employment of these kinds of
activities in his/her future lessons through the application of the different motivational
strategies.

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Designed with: https://www.canva.com/

5. CONCLUSION

Throughout this final degree project, motivation has been focused from both
theoretical and practical viewpoints. After examining learners' motivation and teachers’
attitudes towards the process of teaching in a motivational way, we have reached several
conclusions about the importance and necessity of implementing motivation in the foreign
language classroom.

Firstly, motivation is an indispensable element of L2 learning due to the fact that it

influences the individual’s desire to learn. Knowing the different strategies and methods to
promote motivation, teachers will be capable of implementing them in their curriculum
development. Secondly, an enthusiastic attitude on the part of the teacher is essential in the
classroom as he/she is considered a great support for students, and their learning progress
depends on him/her. Furthermore, an open attitude towards the foreign language and
culture is essential for a complete integration and language development. Thirdly, the
implementation of motivational activities in the classroom has been considered successful
as it leads to a correct integration of the individual with their classmates and members of
the L2 community in and out of the foreign classroom.

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 In conclusion, the theoretical and practical research delivered in this project leads
us to think about the need for motivation in the classroom, as well as to critically evaluate
each individual's behaviour during the long process of integration and learning.

6. BIBLIOGRAPHICAL REFERENCES

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Educational Psychology 84 (3), :261-71. Retrieved from:
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Cope, J., Horwitz, E.K. and Horwitz. (1986). Foreign Language Classroom Anxiety. The
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Crookes, G. and Schmidt, R. (1991). Motivation:Reopening the Research Agenda.

Language Learning, 41 (4), 469-512. Retrieved from:
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esearch%20agenda.pdf

Csikszentmihalyi, M. (2014). Applications of Flow in Human Development and Education.

The Collected Works of Mihaly Csikszentmihalyi. Claremont, CA. Springer.

Deci, E.L. and Ryan, R.M. (1985). Intrinsic motivation and self-determination in human
behavior. New York: Plenum.

Dörnyei, Z. (1994). Motivation and motivating in the foreign language classroom. And
Understanding L2 motivation: On with the challenge! The Modern Language Journal,
78:273-284. Retrieved from:
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Dörnyei, Z. (2001). Motivational Strategies in the Language Classroom. Cambridge:

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Dörnyei, Z.(2010). Researching motivation: from integrativeness to the ideal L2 self.

Introducing applied linguistics: Concepts and skills, 3(5), 74-83. Retrieved from:
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rue

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Dörnyei, Z. and Schmidt, R. (2002). Motivation and Second Language Acquisition.
Honolulu, Hawaii: Second Language Teaching & Curriculum Center.

Gardner, R.C. (1985). Social Psychology and Second Language Learning: The Role of
Attitudes and Motivation. London: Edward Arnold.

Gardner, R.C. (2005). Integrative motivation and second language acquisition. Canadian
Association of Applied Linguistics/Canadian Linguistics Association Joint Plenary
Talk-May 30, London: Canada. Retrieved from:
https://publish.uwo.ca/~gardner/docs/caaltalk5final.pdf

Gardner, R.C. and Lambert, W.E. (1972). Attitudes and Motivation in Second-Language
Learning. Rowley, Massachusetts: Newbury House Publishers.

Gardner, R.C. and MacIntyre, P.D. (1991). An Instrumental Motivation in Language Study:
Who says it isn’t effective?. Studies in second language acquisition, 13(1), 57-72.
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from:https://petermacintyre.weebly.com/uploads/1/0/1/8/10187707/motivation_language19
91.pdf

Hadfield, J. (1992). Classroom Dynamics. Oxford. Oxford University Press.

Hall, G. (2011). Exploring English Language Teaching: Language in Action. London.

Routledge.

Legault, L. (2016). Intrinsic and Extrinsic Motivation. Clarkson University, Potsdam, NY,
USA. Encyclopedia of personality and individual differences. Retrieved from:
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Lennartsson, F. (2008). Students’ motivation and attitudes towards learning a second

language. British and Swedish students’ points of view. School of Humanities. Växjö
University. Retrieved from:
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Research and Its Implications for the Classroom. Cambridge. Cambridge University Press.

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ntrinsic_and_Extrinsic_Motivations_of_ESL_Learners/links/55810da308ae47061e5f4333/
A-Review-of-Intrinsic-and-Extrinsic-Motivations-of-ESL-Learners.pdf

Richard, J.C. (2006). Communicative Language Teaching Today. New York. Cambridge
University Press.

Stern, H.H. (1984). Fundamental concepts of language teaching. Oxford; New York:
Oxford University Press.

Weiner, B. (1992). Human motivation: Metaphors, Theories and Research. Sage, CA:
Newbury Park.

Williams, M. and Burden, R.L. (1997). Psychology for Language Teachers. A social
constructivist approach. Cambridge: UK: Cambridge University Press.

Real Decreto 217/2022, de 29 de marzo, por el que se establece la ordenación y las

enseñanzas mínimas de la Educación Secundaria Obligatoria.
https://www.boe.es/eli/es/rd/2022/03/29/217/con

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7. APPENDICES

APPENDIX 1: Weekly-goal worksheet (Authors’ own creation)

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APPENDIX 2: English and Spanish worksheet lyrics of Happy song (Author’s own
creation)

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APPENDIX 3: Crossword game worksheet

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Source: https://www.cambridgeenglish.org/images/vocabulary-games-and-activities.pdf

APPENDIX 4: Flashcards for the poster activity (Author’s own creation)

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APPENDIX 5: Flashcards for the interview (Author’s own creation)

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APPENDIX 6: Flashcards for the game “What am I?”

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