Progress in Language Learning (PILL)

Learning a language can bring opportunities. People can embark on the process with hope, optimism, and good intentions. However, it can soon be realized that language learning can be demanding. Even basic skills can take time to develop. Beyond the initial stages of learning, some people remain committed.

For others, commitment can waver. Some people can persevere in the face of challenge. Others tend to falter. Why is this? Why are some learners better at maintaining focus and keeping on track? So far, research has not been able to provide satisfying answers to these fundamental questions. A factor often identified by learners – but poorly investigated – is the perception of making progress.

The purpose of the project is to examine how perceptions of progress can influence persistence beyond the early stages of language learning.

Research will be carried out with 6 learner cohorts representing variation in relation to (i) the stage of life in which language learning takes place, (ii) reasons for learning, and (iii) the status of the target language. Research will be conducted using a longitudinal mixed methods design. In the quantitative part, aspirations will be measured at the start of a semester.

Thereafter, perceptions of progress will be measured on 3 subsequent occasions. At these times, data on commitment, effort, and persistence will also be collected. In the qualitative part, learners with varying experiences of progress from each cohort will be interviewed.