Ahana Rhea Nagarkatti

Using Motivation Science to Understand and Overcome Common Psychological Barriers to Non-Native Language Learning in Beginner and Intermediate College Courses

Late sequential bilinguals—people who learn a second language non-concurrently with their native language, later in life— typically find later language learning experience to be more difficult than early sequential bilinguals or native bilinguals, and may be especially likely to struggle with maintaining their motivation to continue their language learning efforts. Students of marginalized backgrounds are disproportionately affected by motivational deficits, and classes are frequently not tailored to their needs. Thus, this study aims to provide interventions for motivational deficits, to create a more equitable language learning environment. This project involved collecting qualitative and quantitative questionnaire responses from Holy Cross students enrolled in beginner and intermediate language courses once every month, outside of class hours, and then providing them with short, writing-based motivation-targeting exercises based on the quantitative responses they have provided. Motivation science is a branch of social and educational psychology that has long worked to identify psychological factors and elements of students’ academic experiences that contribute to their desire to engage or disengage from specific courses or topics. Three theories served as the backbone for this project: Expectancy Value Theory, Self-Determination Theory, and Mindset Theory. The study consisted of a survey with 2 sections: 1st, a questionnaire to “diagnose” the student’s current deficiency, and 2nd, the intervention immediately administered. Students received different interventions based on the deficiency calculated. We documented effects on value, costs, growth mindsets, utility, autonomy, and belonging. Overall, the tailored interventions were successful at addressing motivational deficits with the Utility and Autonomy interventions being the most effective.