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This study examined changes in students' attitudes, motivation and French achievement during a five‐week, residential, summer program. Sixty‐two students were administered a battery of attitude and motivation tests as well as a test of oral French proficiency prior to, and upon completion of the course. In addition, both teacher‐ratings and self‐ratings of French language skills were collected at several time periods during the course. Data were analysed across the various testings for three groupings of students (i.e., beginning, intermediate, or advanced). Changes in attitudes, motivation and French proficiency were observed and the course was particularly effective in increasing student motivation to learn French and in promoting a rather rapid improve‐ ment in oral/aural skills. The pattern of attitude changes was more complex as both positive and negative shifts were observed. Possible implications of these findings for similar programs are discussed.
Gardner et al. (1977) studied this question.