Spanish students’ perceptions of how they demonstrate their teachers’ positive impact on them to maintain their interest

Abstract

Student attrition rates in K-12 and college Spanish programs in the United States continue to follow a disconcerting trend. While motivational and pedagogical interventions have been investigated, the student–teacher dynamic has not been sufficiently explored as a solution to the problem. A recent study (Pratt, 2023) on Spanish teachers’ perceptions revealed that the indicators of their positive impact on their students to maintain their interest in the language are students’ interest, motivations, feedback, teacher–student relationships, and engagement in classroom activities and academic success. This follow-up study ascertained what the students themselves believe they do to demonstrate their teachers’ positive impact on them to maintain their interest. An online survey was administered to one hundred and one middle school, high school, and lower-level college Spanish students, and the findings revealed that the indicators are: (1) participate in class, do their work, ask more questions, and smile; (2) tell teachers when they are doing a good job; (3) show teachers respect and listen to them; (4) work beyond the requirements; (5) thank teachers and give them gifts; (6) do nothing; (7) talk to teachers often; (8) take more classes with teachers; and (9) rate teachers high in course evaluations. The role of these findings in the execution of effective counteractions to the problem cannot be underestimated.