Empowering Boys in Language Learning: A Practitioner Inquiry Approach to Enhancing Engagement and Motivation
Mark DonnellyStudio 1
This study explores the implementation of practitioner inquiry to enhance the engagement and motivation of boys in learning languages. Recognising a significant lack of motivation and engagement in the classroom, the study leverages a multifaceted action plan prioritising student voice, agency, and empowerment. Drawing on the "Look, Think, Act" model by Stringer (2007), the research involved gathering student feedback through informal conversations and anonymous Padlet submissions, revealing interests in everyday French phrases and football-related content. The action plan incorporated these interests, introducing relatable phrases and authentic materials like match highlights to create engaging language practice activities. The results, evidenced through informal observations, student reflections, and academic performance, indicated increased excitement, participation, and willingness to explore the language. The positive impact extended beyond the classroom, influencing colleagues and gaining recognition from the school’s marketing team. This study underscores the importance of practitioner inquiry in fostering professional growth and improving student outcomes. By continuously reflecting on and adjusting practices, educators can create dynamic, student-centred learning environments. This research contributes to the collective knowledge of the teaching profession, promoting a culture of continuous improvement and collaborative learning among educators.