To what extent does the use of authentic prompts promote participation in Key Stage 3 Modern Foreign Languages students?

Thesis

This study uses action research in a mixed, comprehensive secondary school in the South East of England to investigate the extent to which the use of authentic prompts promotes participation in Key Stage 3 Modern Foreign Languages (MFL) students. The investigation comprises of three Year 8 classes using thought-provoking and authentic current affairs resources in their Spanish lessons as a conversation prompt, with the support of a speaking mat containing useful vocabulary. The data were collected via a pre- and post-intervention questionnaire alongside individual and group interviews. In order to carry out the investigation, collaboration with the two other members of the MFL department was vital and allowed for discussion and reflection in both the planning and evaluation stages of the investigation. The quantitative and qualitative data collected provides evidence that highlights many of the issues impacting upon student participation explored in the literature review. With regards to the results of the study, students highlighted that anxiety, peer pressure, teacher interaction, grades and working in pairs were all factors affecting their willingness to participate. Whilst only one of the three planned waves of the intervention was able to be carried out due to the partial closing of UK schools in March 2020 following the outbreak of the Coronavirus pandemic, students reflected positively on the intervention and indicated that the use of authentic materials had a beneficial impact on the learning experience.

Authors: Spence, A

• DOI: 10.5287/ora-obrmyda4y
• Type of award: MSc taught course
• Level of award: Masters
• Awarding institution: University of Oxford
• Language: English
• Keywords: MLT 2020; MLT
• Subjects: Education