Motivation and Integration: Exploring Integrated Language Instruction and Student Motivation in Dutch Secondary Education

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dc.contributor.advisorVuuren, van, Sanne
dc.contributor.advisorBerns, Janine
dc.contributor.authorMeima, Sara
dc.date.issued2025-01-17
dc.description.abstractThis study explores the impact of integrated reading and writing instruction on student motivation in Dutch secondary education, particularly for students learning English as a Foreign Language (EFL). Concerns about declining reading skills among Dutch students have sparked interest in innovative teaching methods. Integrated instruction, combining receptive and productive language skills, is proposed to enhance language proficiency and motivation. Integrated writing instruction, which combines receptive and productive language skills, is suggested to improve language proficiency and motivation. This qualitative study focuses on upper-level students' views on this approach, exploring their experiences, the challenges they face, and how it impacts their motivation. Motivation is considered through the L2 Motivational Self System (L2MSS), Achievement Goal Theory (AGT), and Self-Determination Theory (SDT). Data were collected through questionnaires, classroom observation, and interviews. The findings show that integrated instruction can increase motivation, especially when tasks are relevant to students' future goals.
dc.identifier.urihttps://theses.ubn.ru.nl/handle/123456789/18400
dc.language.isoen
dc.thesis.facultyFaculteit der Letteren
dc.thesis.specialisationspecialisations::Faculteit der Letteren::Master Educatie in de Taal- en Cultuurwetenschappen::Engels
dc.thesis.studyprogrammestudyprogrammes::Faculteit der Letteren::Master Educatie in de Taal- en Cultuurwetenschappen
dc.thesis.typeMaster
dc.titleMotivation and Integration: Exploring Integrated Language Instruction and Student Motivation in Dutch Secondary Education
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