language-crisis
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- PaperLanguage Teaching Research23 Jul 2026
Approaches to Boost Foreign Language Learners’ Positive Emotions: A Qualitative Study on Learners’ and Teachers’ Perspectives in the Modern Foreign Language Context in England
Pia Resnik, Christine Schallmoser, Jean-Marc Dewaele
A qualitative study of secondary-level teachers and learners in England reveals that teachers significantly impact fostering positive emotions in foreign language classrooms, while students lack awareness of language learning benefits beyond English. The findings also highlight the need for government, schools, and parents to elevate the status of modern foreign languages to promote positive social change.
Original abstract
This study builds on insights into the crucial role learner emotions play in their flourishing. It investigates learners’ and teachers’ perspectives on how to enhance positive emotions both inside and outside modern foreign language classrooms in England, amidst a language crisis and reduced modern foreign language uptake across the United Kingdom. A thematic qualitative text analysis of 18 semi-structured interviews with secondary-level teachers and learners from 7 schools across England revealed that both learners and teachers emphasise the significant impact of teachers on fostering positive emotions in the classroom. They also showed that students lack awareness of the benefits of learning languages beyond English. Furthermore, the interview data suggests that the government, schools, school leaders, and parents must also engage to elevate the status of modern foreign languages and promote positive social change.