Motivation and attitudes towards language learning

Lower secondary school students often struggle to maintain motivation and a positive attitudetoward modern languages, which are frequently perceived as less relevant than English. Thispresents a challenge that negatively affects both language development and long-term engagement (Dörnyei & Ushioda, 2011). This study aims to explore the factors that influence students’ motivation and attitudes toward learning Spanish. Focus is placed on the learning environment, teachers’ pedagogical methods, and the cultural content of instruction.The study employs a qualitative approach and is based on focus group interviews with students in grades 8 and 9, as well as open-ended survey responses from Spanish teachers. Theanalysis is grounded in Self-Determination Theory (Deci & Ryan, 2000) and research on second language motivation by Dörnyei (1998).The findings show that students’ motivation is primarily influenced by instrumental factorssuch as grade point merits and future career opportunities, but also by teaching strategies andthe inclusion of cultural elements. Interactive and engaging classroom practices, along with asafe and supportive learning environment, have a positive impact on motivation. At the sametime, grammar instruction is perceived as particularly challenging, with students expressing aneed for more repetition and support to feel competent.The conclusion is that teaching approaches which foster students’ sense of autonomy, competence, and relatedness, the three basic psychological needs defined by Self-DeterminationTheory, can contribute to increased intrinsic motivation and more sustainable engagement inSpanish language learning.