An Investigation of the Influences of Classroom Intervention Strategies on the Autonomy and Motivation of Adolescent Language Learners in Foreign Language Acquisition Contexts

This paper presents a quasi-experimental study examining the impact of two classroom intervention strategies — content negotiation and structured self-evaluation — on adolescent learners’ autonomy and motivation in foreign language acquisition contexts. Conducted over five weeks in a secondary school setting (N=29), the study employed reflection records, goal-setting instruments, and pre- and post-intervention motivation and autonomy questionnaires.

Results indicate statistically significant gains in both motivational levels and learner autonomy within the treatment group compared to the control group. The findings contribute to research in Applied Linguistics and Second Language Acquisition by empirically demonstrating how structured pedagogical interventions can foster learner agency in formal educational settings.

This study represents an early stage in a sustained research line focused on autonomy, motivation and identity formation in language learning, later expanded into doctoral research and subsequent publications in specialised academic contexts.