Encouraging continued university foreign language study: a self-determination theory perspective on programme growth

Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretic...

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Bibliographic Details
Published in:Language learning journal 2022-01, Vol.50 (1), p.29-44
Main Author: Davis, William S.
Format: Article
Language:English
Subjects:
Academic Persistence
Advocacy
Altruism
basic psychological need satisfaction
College Second Language Programs
College students
Correlation
Decision Making
Declining Enrollment
Enrollments
Foreign language learning
foreign languages
Higher education
Language Enrollment
Learning environment
Learning Motivation
Motivation
persistence
Personal Autonomy
programme advocacy
Psychological Needs
Second Language Instruction
Second Language Learning
Self Determination
Self-determination theory
Student Attitudes
Undergraduate Students
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Summary:Between 2006 and 2016, American universities experienced a significant decrease in student enrolment in foreign language (FL) courses. This decrease corresponded with the dissolution of over 650 foreign language programmes between 2013 and 2016. Using self-determination theory (SDT) as its theoretical framework, this study sought to advocate for the growth of university FL programmes by identifying differences in the motivational orientations, levels of basic psychological need satisfaction, reasons for learning a new language and course enrolment plans of 236 American undergraduate students enrolled in elementary and intermediate level FL courses. Results indicated that competence- and relatedness-supportive learning environments that support students' autonomous, integrative and altruistic motivations for language learning have a strong, positive relationship with undergraduate FL learners' decisions to enrol in an unrequired language course in the next semester. The findings recognise all FL programmes as agentic forces in language advocacy and programme growth. Recommendations for language educators are discussed.
ISSN:0957-1736
1753-2167
DOI:10.1080/09571736.2020.1740768