Exploring the components of language proficiency among GCSE learners of French and Spanish
Every year, approximately 250,000 16-year-olds take GCSEs in modern foreign languages in England. Policy-makers, test-developers, and educators require a strong research-informed understanding of language proficiency, its components, and—critically—its relations with affective factors, such as motivation and attitudes towards language learning. Some such evidence exists. However, most research has focused on learners of English in universities, with few studies with languages other than English in compulsory education.
Our study aims to address these gaps by investigating relations between (a) language proficiency and its components and (b) achievement and attitudes towards language learning, among GCSE learners of French and Spanish who only have 400-450 hours of instruction before sitting their GCSEs.
In the summer of 2022 and 2023, participants completed a series of tasks assessing (a) proficiency in listening, reading, writing, and speaking, (b) different types of knowledge of grammar, vocabulary, and sound–spelling correspondences, and (c) affective factors, such as motivation and attitudes towards language learning.
We hope that these findings will contribute to policy and practice in England and beyond.
Between now and August 2025, this website will be gradually populated with the the research measures and data from the study in recognition of our ongoing commitment to open science research practices within applied linguistics. This website will outline our dissemination activities, including publications and presentations.
This project has received funding from the Department for Education and the Department of Education at the University of York.