Student Motivation Towards French and Motivational Strategies - Teachers' Perspectives in an Irish Post-Primary Context

Abstract

This study examined students' motivation to learn French, uptake of French at Senior Cycle, and motivational strategies from teachers' perspectives in an Irish post-primary context. Data was collected using a mixed-methods approach through a questionnaire with closed and open-ended questions. Teachers reported that students are moderately motivated to learn French (57.5%). The apparent disparity between students' interests and strengths and the perceived insignificance of speaking French as a native English speaker demotivated students. Senior Cycle subject choice was primarily influenced by Higher Entry matriculation requirements and teachers' main motivational strategy emerged as technology.