Positive Emotions and Intrinsic Motivation: A Self-Determination Theory Perspective on Using Co-Created Stories in the Language Acquisition Classroom
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| Title: | Positive Emotions and Intrinsic Motivation: A Self-Determination Theory Perspective on Using Co-Created Stories in the Language Acquisition Classroom |
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| Language: | English |
| Authors: | Liam Printer (ORCID |
| Source: | Language Teaching Research. 2026 30(5):2548-2576. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 29 |
| Publication Date: | 2026 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Second Language Learning, Emotional Response, Psychological Patterns, Learning Motivation, Story Telling, Secondary School Students, French, Foreign Countries, Longitudinal Studies, Multilingualism, Collaborative Writing, Classroom Environment, Teacher Student Relationship, Peer Relationship |
| Geographic Terms: | Switzerland |
| DOI: | 10.1177/13621688231204443 |
| ISSN: | 1362-1688 1477-0954 |
| Abstract: | 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. |
| Abstractor: | As Provided |
| Entry Date: | 2026 |
| Accession Number: | EJ1508103 |
| Database: | ERIC |
| Abstract: | 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. |
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| ISSN: | 1362-1688 1477-0954 |
| DOI: | 10.1177/13621688231204443 |
