In our previous articles on language acquisition, we looked at how learners can maintain their motivation to reach their goals and how language programs can be structured to align closely with their learners’ objectives. We noted that a key to learning success is sustained motivation, which can stem both from the learner’s internal desire to succeed (intrinsic motivation) and the support and encouragement from external resources (extrinsic motivation). However, as we pointed out before, the issue of motivation is complex and dynamic, and therefore, in this piece, we will dive a little deeper into the multiple factors that play a role in engaging the learners and sustaining learning.
The concept of motivation has been extensively discussed in the second language acquisition (SLA) research literature, starting with the pioneering early work of Gardner and Lamber (1959)[1], which defined integrative motivation (a personal interest in and commitment to the other culture) versus instrumental motivation (driven by rewards and more practical outcomes, such as a new job or a promotion). They later expanded on this work and developed the socio-educational framework (1972), which was a more complex and nuanced model that took into account the social milieu, individual differences (including attitudes and motivation), the learning context (formal or informal learning), and outcomes. Zoltán Dörnyei the well-known Hungarian linguist, further expanded on this earlier work and developed the L2 Motivational Self System in the 1990s and 2000s (see Dörnyei 2009) [2], which consists of three core components:
1) The Ideal L2 Self: the learner’s mental image of who they wish to become as a second language learner;
2) The Ought-to L2 Self: the qualities a learner must possess to meet external expectations and obligations;
3) The L2 Learning Experience: the impact of the immediate learning environment, including the classroom, curriculum, and instructors.
Unlike previous models and adapting to a new globalized environment, this framework tries to capture the learners’ vision of integrating into a global identity and visualizing and supporting their goals for future success. We can see how this works in practice with our learners at Velocity who envision their future medical careers in Germany (that is, their Ideal L2 Self) and who must try to balance their daily lives (for example, combining work with family duties) while learning another language (their Ought-to L2 Self). The L2 Learning experience in this case is created by Velocity to engage the learners and help them reach their goals through establishing clear goals and concrete milestones along the way.
A well-designed curriculum, stimulating learning materials, and supportive teachers can all contribute to a positive learning experience. However, learners may also face personal challenges, difficult economic circumstances, or the simple ups and downs of daily life, which can all derail their learning journey no matter how strongly motivated they might be. This then raises the question of what can be done to help the learners overcome some of their challenges and provide maximum support. One solution is to create incentives that can help learners stay on track and keep them engaged in their learning process. Incentives can come in many forms and may include, for example, financial support (including scholarships; course fee refunds; free materials; assistance with internet access or cell phone data plans); digital badges that reward learners for attaining specific levels or competencies; credentials or certification (such as the Goethe Institute certifications or the ACTFL proficiency examinations); gamification (including gaming elements in the learning process with, for example, points or a leaderboard). One very successful incentive for many young learners in the United States has been the Seal of Biliteracy, which is now offered across all 50 US states and Washington, D.C. The Seal of Biliteracy is “an award given by a school, school district, or state in recognition of students who have studied and attained proficiency in two or more languages by high school graduation.” Similarly, on an international scale, the Global Seal of Biliteracy offers certification in more than 100 languages and recognizes “a person’s ability to communicate (written and oral) in two or more languages”, as demonstrated by approved testing.
At Velocity, various incentives are being used to help our learners overcome some of the barriers that might hinder the language acquisition process and to create the positive momentum needed for learners to keep moving forward. All learners at Velocity are given access to a specially-designed mobile application that targets the specific healthcare-related language skills that they need to reach the required (B2) level of competency in German and to prepare them for their ultimate professional careers. Within the app, points are awarded for progress, and learners can compete with each other to be on the leaderboard for points earned and time spent on task with the lessons. This type of gamification can deepen the learners’ engagement and help keep them track their progress. Other incentives have been in the form of financial rewards by offering free interview coaching and exam preparation once learners have passed the B1 level. Moreover, free lessons are offered at the B2 (upper intermediate) level, which is intended to help push learners to reach the finish line and attain the ultimate goal of passing the B2 Goethe/ OSD examination. Finally, Velocity’s website also features a “Wall of Fame” to showcase the learners who secured a job offer in Germany, which can serve as an inspiration for those who are in the process of learning the language. These incentives and milestones are all intended to help learners stay committed over long periods, turning intention into consistent action.
[1] Gardner, R.C. and Lambert, W.E. (1959) Motivational Variables in Second Language Acquisition. Canadian Journal of Psychology, 13, 266-272. http://dx.doi.org/10.1037/h0083787
[2] Dörnyei, Z. (2009). “The L2 Motivational Self System.” In Z. Dörnyei & E. Ushioda (Eds.), Motivation, Language Identity and the L2 Self (pp. 9–42). Clevedon: Multilingual Matters.
