Abstract

Even though the European Union has long promoted multilingualism, it has proven difficult to achieve widespread multilingual language competence beyond English through formal education in Europe. In Sweden, high dropout rates have been recorded in second foreign language (SFL) classes, and French is currently the most vulnerable language among the major SFLs with respect to the number of pupils and availability across the country. Therefore, an important question is how to increase the motivation for studying foreign languages other than English (LOTE), especially French. This paper reports on a semester-long quasi-experimental intervention study, with three activities designed to enhance pupils’ ideal L3 self (IL3S) and increase their intended effort (IE) to learn French. Data were collected in two grade 9 intervention classes (n = 45) and in a control class (n = 14) in Sweden using questionnaires and focus group interviews. We measured the effect of the intervention through pre- and post-tests in both groups and additionally after each activity in the intervention classes. The results showed no overall significant effect of the intervention, but a positive effect on IE among the students with the highest level of IL3S prior to the intervention. Moreover, gender differences were found for the initial activity on both IL3S and on IE. The results are discussed in relation to the ease of accessing the self-image and characteristics of IL3S that enhance activities and gender effects. Methodological challenges involved in intervention studies with intact classes are also highlighted.

Highlights

  • The correlation coefficients in the intervention group show that the strength of the association between ideal L3 self (IL3S) and intended effort (IE) is higher after the intervention than before

  • This study examined the effects of an intervention program consisting of three IL3S

  • Compared to a control group, the pupils in the intervention group did not significantly increase the vividness of their IL3S during the intervention, nor did we find an overall effect on IE

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Summary

Introduction

Publisher’s Note: MDPI stays neutral with regard to jurisdictional claims in published maps and institutional affiliations. Despite high political ambitions and a long-standing policy to promote multilingualism in Europe (European Commission 1995), the teaching of languages other than English (LOTEs) is facing major challenges in many European educational systems Among young Europeans across different European countries, the status of global English has been found to have a negative effect on the interest in learning.

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