A Case Study of the Relationship between Student Motivation Type, Performance, and Task- Based Instruction in a Second Language Classroom

This thesis investigates the level, and type, of motivation that students at the University of Mississippi have for their foreign language classes. The study for this thesis will also investigate the participants’ feelings towards the methodology being used in that foreign language classroom, which will be Task-Based Learning. The 20 participants, who were all enrolled in the same French 111, intensive language program, for the 5-month fall semester of 2018 were asked to complete two questionnaires, one at the beginning of the semester and one at the end. The participants would also complete a short quiz of fundamental knowledge at the end of the semester, to test the success of their learning during the semester. Within the questionnaires, there are some qualitative and some quantitative based questions which allows us to see a more ‘fact-based’ set of data with numerical information, and get some insight from the participants’ own words