Applying Action-Research to the analysis of motivation in FL learners: A case study on the translation of motivated behaviour into Italian teaching practice

Baglioni, Carolina Giorgia (2025) Applying Action-Research to the analysis of motivation in FL learners: A case study on the translation of motivated behaviour into Italian teaching practice. PhD thesis, University of Glasgow.

Abstract

The importance of motivation in learning a Foreign Language (FL) is well established, but less widely explored is whether understanding learners’ motivation can meaningfully inform curriculum design. This study is informed by Action-Research, a model built on immediate and ongoing reflections on educational practice (Leitch & Day, 2000); it relies on the fundamental notion in language education that motivation and successful learning outcomes are closely interrelated, as extensive research has shown. However, what the present study aims to explore further is whether tracking motivation – through questionnaires including an initial needs analysis, learning diaries, interviews and Focus Groups – could inform curriculum development of an Italian FL course. Participants (n=9) were complete beginners in Italian, who provided feedback on their learning experiences, and their motivations, expectations and needs within the microcosm of this Italian class. Such data informed the development of the curriculum design for the whole duration of the Italian course and represented at the same time a precious resource for the teacher-researcher to understand the motivation of the learner-participants.

It is intended that the findings will contribute to the ongoing field of investigation on those learning LOTEs’ (Languages Other Than English) and their motivation, with a specific focus on improved materials design. Furthermore, the present study aims to explore a learnercentred approach within an Italian learning process, aligning therefore with other current educational frameworks in the field, such as and Identity informed Curriculum Design and Negotiated Syllabus.

• Item Type: Thesis (PhD)
• Qualification Level: Doctoral
• Subjects: L Education > L Education (General); P Language and Literature > P Philology. Linguistics; P Language and Literature > PB Modern European Languages
• Colleges/Schools: College of Arts & Humanities > School of Critical Studies > English Language and Linguistics
• Supervisor's Name: Gayton, Dr. Angela and Jane, Professor Stuart-Smith
• Date of Award: 2025
• Depositing User: Theses Team
• Unique ID: glathesis:2025-84998
• Copyright: Copyright of this thesis is held by the author.
• Date Deposited: 08 Apr 2025 08:09
• Last Modified: 08 Apr 2025 08:12
• Thesis DOI: 10.5525/gla.thesis.84998
• URI: https://theses.gla.ac.uk/id/eprint/84998