A comparative analysis of teachers’ and students’ understanding of second language learning motivation across four language programmes at an Australian university

This study investigates the extent to which language teachers are aware of the motivational factors driving their students’ learning experiences in the classroom and the influences received from their socio-cultural environment. It aims to compare teachers’ perceptions and observations with students’ self-reported motivations across four language programmes (French, German, Italian, and Spanish) at an Australian research-intensive university. This research adopts a three-level model of analysis (micro, meso, and macro) to categorise themes emerging from focus group narratives collected with 15 language teachers and longitudinal interviews with an initial number of 37 students over two semesters. Qualitative data analysis findings reveal that teachers demonstrated a high level of awareness regarding their students’ motivations within and outside of the formal classroom environment, which spanned psychological, pedagogical and socio-cultural factors. Students’ accounts contribute to understanding attitudes and perceptions towards French, German, Italian, and Spanish in the Australian society. This study highlights the importance of fostering teacher-student rapport, tailoring pedagogical approaches based on students’ goals and expectations, and considering broader socio-cultural influences to sustain student motivation effectively.