An investigation of Australian students’ choice and motivation to study languages at elective levels

Abstract

Language course participation in Australian schools and universities is at historically low levels, with languages largely offered as elective subjects. While statistical data highlights this decline, fewer studies explore students' motivations for language learning. This study examines the factors influencing Australian high school and university students' decisions to study a language at elective levels, contributing to a deeper understanding of student motivation in language education. Drawing on Dörnyei’s (2009) L2 Motivational Self-System and Self-Determination Theory (Deci & Ryan, 1985), this research employs a mixed-methods approach, incorporating surveys (n = 798), focus groups (n = 5), and narrative inquiry interviews (n = 3). Findings highlight the pivotal role of early learning experiences and teacher influence in shaping student motivation. The ability to envision future language use, alongside clear career pathways and role models, emerged as key drivers of continued language study. This study enhances understanding of language learning motivation as a complex and dynamic system, offering insights for educators and policymakers aiming to reverse declining participation rates. The findings provide actionable strategies to promote language study by addressing learner experiences, career prospects, and motivational frameworks.