Effects of Student Choice on Intrinsic Motivation and Language Proficiency in High School L2 Education

This literature review investigates the impact of student choice on intrinsic motivation and language proficiency in high school second language (L2) classrooms. The study addresses the existing gap in comprehensive research regarding how the implementation of student autonomy influences these educational outcomes. A systematic review of empirical studies, teaching practices, and peer-reviewed articles was conducted. Relevant keywords were used to search journals from different academic databases. The identified studies were evaluated based on their methodology, relevance, and quality. This review finds that providing students with autonomy in selecting learning materials and activities could enhance their intrinsic motivation. Increased autonomy fosters greater interest, engagement, and enjoyment in learning. However, the impact of autonomy on language proficiency is mixed. Some studies demonstrate improved proficiency due to personalised learning experiences, while others indicate that excessive autonomy without adequate instructional support can hinder language development. The review highlights the necessity of balancing autonomy with teacher guidance and considers the developmental stage of high school students. While student autonomy in high school L2 classrooms generally increases intrinsic motivation, its impact on language proficiency necessitates carefully combining autonomy with appropriate instructional support. This review underscores the need for longitudinal research to better understand the long-term effects of autonomy on motivation and proficiency, the development of sophisticated tools for measuring intrinsic motivation, and the implementation of practical strategies for integrating student choice in educational practices.