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This paper explores a group of secondary school students' feelings about Teaching Proficiency through Reading and Storytelling (TPRS) using a self-determination theory (SDT) lens. It adds to the limited, existing literature on TPRS and is the first to study it from a purely motivational perspective. The paper analyses the extent to which students perceived that TPRS satisfied SDT's three basic psychological needs of autonomy, competence and relatedness. It employs a case study approach, using data from classroom observations, background group interviews and focus group interviews. The findings conclude that TPRS is a decidedly motivating and engaging method for foreign language (FL) learners. The three needs of SDT were found to be highly interrelated with satisfaction of one influencing positively on the others. The findings suggest that the autonomous nature of co-creating stories with the teacher, result in a heightened sense of personal ability and belongingness to the group. The results reinforce conclusions from other studies, suggesting that activities that are perceived as fun, interesting, novel and different are most likely to develop intrinsic motivation in FL learners. The findings have implications for increasing intrinsic motivation in FL classrooms around the world.

Motivation is repeatedly found to be a determining factor for achievement in language acquisition at school. Decades of Self‐determination theory (SDT) research has shown that students exhibit higher levels of engagement and positive learning behaviours when their basic psychological needs of competence, autonomy and relatedness are satisfied, resulting in intrinsic motivation. This paper explores and juxtaposes the motivational potential of the International Baccalaureate curriculum against the revised GCSE modern foreign language (MFL) curriculum through an SDT lens. A curriculum that is autonomy‐supportive rather than autonomy‐suppressive allows more opportunities for both students and teachers psychological needs for motivation to be met. [ABSTRACT FROM AUTHOR]

The new "Framework for Junior Cycle" (DES. 2012. "A Framework for Junior Cycle." Dublin: Stationery Office) in Ireland aimed to introduce short courses and develop key skills but the proposed phasing out of the Junior Certificate examinations resulted in widespread controversy. Drawing on policy documents and related research, this paper takes a critical realist approach, using Robertson and Dale's (2015. "Towards a 'Critical Cultural Political Economy' Account of the Globalising of Education." "Globalisation, Societies and Education" 13 (1): 149-170) Critical Cultural Political Economy of Education theoretical framework, to critically analyse the three stated rationales underpinning the reform: research, consultations and Ireland's PISA scores. A further fourth rationale is then put forward: Ireland's financial collapse in 2008 and the resulting concentration on a neo-liberal discourse of 'efficiency' and 'competitiveness' stemming from wider global education policy. The paper poses the critical question: was improving students' learning experience the real driver behind the reform or was the removal of the state exams more about reducing costs than augmenting learning outcomes? The paper concludes that education policy cannot be separated from other public policy as both have become increasingly entwined with overarching neo-liberal objectives. It argues the 'not-so-stated' rationale of the financial collapse played an important role in the formulation of the Junior Cycle reforms and will continue to impact educational policy in Ireland.

This paper explores a group of secondary school students' feelings about Teaching Proficiency through Reading and Storytelling (TPRS) using a self-determination theory (SDT) lens. It adds to the limited, existing literature on TPRS and is the first to study it from a purely motivational perspective. The paper analyses the extent to which students perceived that TPRS satisfied SDT's three basic psychological needs of autonomy, competence and relatedness. It employs a case study approach, using data from classroom observations, background group interviews and focus group interviews. The findings conclude that TPRS is a decidedly motivating and engaging method for foreign language (FL) learners. The three needs of SDT were found to be highly interrelated with satisfaction of one influencing positively on the others. The findings suggest that the autonomous nature of co-creating stories with the teacher, result in a heightened sense of personal ability and belongingness to the group. The results reinforce conclusions from other studies, suggesting that activities that are perceived as fun, interesting, novel and different are most likely to develop intrinsic motivation in FL learners. The findings have implications for increasing intrinsic motivation in FL classrooms around the world. [ABSTRACT FROM AUTHOR]

A surge in empirical investigations in second language (L2) learning motivation in recent years has revealed a growing link between emotions in the foreign language classroom and language learner motivation. Nonetheless, there remains a distinct focus on the impact of negative emotions such as frustration and anxiety. The current year-long study investigates the links between positive emotions such as enjoyment, interest and excitement, and intrinsic motivation. The enquiry explores the influence of the Teaching Proficiency through Reading and Storytelling (TPRS) strategy on students’ motivation and emotions using a Self-Determination Theory (SDT) lens. The study analyses the extent to which a group of French language students perceive that TPRS satisfies SDT’s three basic psychological needs of autonomy, competence and relatedness. It employs a mixed-methods, longitudinal case study approach, using data obtained from motivational questionnaires, reflective journals, classroom observations, focus group interviews and individual interviews at four stages throughout one academic year. The findings conclude that TPRS results in sustained, heightened positive emotions in the FL classroom and can be a highly effective tool to intrinsically motivate students of FLs. The autonomous nature of co-created stories results in an increased sense of language ability, whilst also fostering strong connections within the class. The students’ positive motivational and emotional trajectories were maintained at the end of the academic year. The findings resonate with conclusions from other studies on the importance of positive emotions in the FL classroom for engagement and motivation whilst reflecting previous studies linking increased student motivation to increased teacher motivation. [ABSTRACT FROM AUTHOR]