37.3206, Diss: English, Lote, Spanish; Applied Linguistics, Language Acquisition: J. A. Whitehouse: "Influencing Language Learning Motivation in UK MFL Learners at Key Stage 3: An Intervention Study Inspired by Task-Based Language Teaching"

[The LINGUIST List]

LINGUIST List: Vol-37-3206. Tue Oct 06 2026. ISSN: 1069 - 4875.

Subject: 37.3206, Diss: English, Lote, Spanish; Applied Linguistics, Language Acquisition: J. A. Whitehouse: "Influencing Language Learning Motivation in UK MFL Learners at Key Stage 3: An Intervention Study Inspired by Task-Based Language Teaching"

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Date: 06-Oct-2026
From: Jane Whitehouse [jane.whitehouse.academia at gmail.com]
Subject: Influencing Language Learning Motivation in UK MFL Learners at Key Stage 3: An Intervention Study Inspired by Task-Based Language Teaching


Institution: University of York
Program: Education
Degree Date: 2026
Level: PhD

Author: J. A. Whitehouse

Dissertation Title: Influencing Language Learning Motivation in UK MFL
Learners at Key Stage 3: An Intervention Study Inspired by Task-Based
Language Teaching

Dissertation URL: https://etheses.whiterose.ac.uk/id/eprint/39430/

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

Subject Language(s): English (eng, stan1293)
                     Lote (uvl, lote1237)
                     Spanish (spa, stan1288)

Dissertation Director(s): Ursula Lanvers, Clementine Beauvais

Dissertation Abstract:

In the context of the ever-growing popularity of the use of English as
a lingua franca, learning languages other than English poses specific
motivational challenges, particularly in post-Brexit Great Britain. In
England, the uptake of modern foreign languages (MFL) has experienced
a forty year continual decline. To positively impact language learner
motivation and, hopefully, increase willingness among learners to
continue with language study beyond the compulsory phase, it is vital
to target learners whilst they are still in the compulsory phase of
MFL education.
This study used a pre-post quasi experimental intervention design,
whereby the pedagogical intervention was inspired by Task-Based
Language Teaching, to gauge the impact on motivation in Year 7
learners in a UK state-funded secondary school. Motivation was
measured through the lens of Self-Determination Theory, using a
mixed-methods analysis of questionnaire data, immediate post-lesson
feedback and focus groups, and compared to a control group using
standard, centrally created resources. There were 56 participants in
the intervention groups and 34 in the control groups.
Both quantitative and qualitative data show promising motivational
gains across all motivational orientations in the intervention, but
not control, group, including a small increase in boys’ intention to
continue language study past the compulsory stage of Key Stage 3 to
the optional GCSE examination level.
The findings are of relevance for school-based foreign language
teaching, language education policy and curriculum design across the
anglophone world.



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