{"id":{"repo_id":"uwtsd","oai_identifier":"oai:repository.uwtsd.ac.uk:4081"},"canonical_url":"https://search.dev.ndltd.org/etd/uwtsd/oai:repository.uwtsd.ac.uk:4081","repository":{"repo_id":"uwtsd","name":"University of Wales Trinity Saint David","base_url":"https://repository.uwtsd.ac.uk/cgi/oai2"},"display":{"title":"The Importance and Usefulness of English to Pupils in the Schools of The Saarland, Germany","abstract":"This study investigates the factors influencing German students! attitudes toward learning English in the multilingual region of the Saarland. Using a qualitative, mixed-methods approach, data were collected from 64 students across two age groups (10–12 and 16–18) through questionnaires and semi-structured interviews. The research focuses on learners' motivation, confidence, engagement with English outside the classroom, and perceptions of its usefulness. Participants were drawn from two schools: a Berufsbildungszentrum (A career-oriented school) (ages 16–18) and a Gemeinschaftsschule (A comprehensive school) (ages 10–12). Findings indicate that while both age groups regard English as valuable for future careers and global communication, their sources of motivation differ. Younger students were more influenced by digital media and gamified contexts, whereas older learners expressed stronger instrumental goals and practical applications of the language. Across both groups, intrinsic motivation, media exposure and social interaction played key roles in fostering engagement. The data were analysed thematically using coding tables and visual summaries. The study draws on Gardner's Social Educational Model (SEM), Dörnyei's L2 Motivational Self System (L2MSS), Norton’s investment theory and Complex Dynamic Systems Theory (CDST) to interpret learners' attitudes and behaviours. The findings offer insights for language educators and policymakers, highlighting the importance of developmentally appropriate, identity sensitive approaches to English education in multilingual European contexts.","abstract_html":"This study investigates the factors influencing German students! attitudes toward learning English in the multilingual region of the Saarland. Using a qualitative, mixed-methods approach, data were collected from 64 students across two age groups (10–12 and 16–18) through questionnaires and semi-structured interviews. The research focuses on learners' motivation, confidence, engagement with English outside the classroom, and perceptions of its usefulness. Participants were drawn from two schools: a Berufsbildungszentrum (A career-oriented school) (ages 16–18) and a Gemeinschaftsschule (A comprehensive school) (ages 10–12). Findings indicate that while both age groups regard English as valuable for future careers and global communication, their sources of motivation differ. Younger students were more influenced by digital media and gamified contexts, whereas older learners expressed stronger instrumental goals and practical applications of the language. Across both groups, intrinsic motivation, media exposure and social interaction played key roles in fostering engagement. The data were analysed thematically using coding tables and visual summaries. The study draws on Gardner's Social Educational Model (SEM), Dörnyei's L2 Motivational Self System (L2MSS), Norton’s investment theory and Complex Dynamic Systems Theory (CDST) to interpret learners' attitudes and behaviours. The findings offer insights for language educators and policymakers, highlighting the importance of developmentally appropriate, identity sensitive approaches to English education in multilingual European contexts.","abstract_has_math":false,"creators":["Fuxman, Michael"],"institution":"University of Wales Trinity Saint David","degree_name":"ma","degree_level":"masters","degree_discipline":null,"degree_department":null,"school":null,"contributors":[],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2025,"date_issued":"2025-12","date_published":"2025-12","updated_at":"2026-07-24T05:53:08Z","subjects":["LC Agweddau arbenning ar addysg"],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"],"render_values":[{"text":"UWTSD","href":null,"code":true}]}]},"links":{"outbound_url":"https://doi.org/10.82227/repository.uwtsd.ac.uk.00004081","outbound_label":"DOI","outbound_source":"dc:identifier.doi"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.sponsor","label":"Sponsor","values":["University of Wales Trinity Saint David"]},{"key":"dc:creator","label":"Author","values":["Fuxman, Michael"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date","label":"Dc Date","values":["2025-12-08"]},{"key":"dc:date.issued","label":"Date","values":["2025-12"]},{"key":"dc:publisher.commercial","label":"Dc Publisher Commercial","values":["University of Wales Trinity Saint David"]},{"key":"dc:publisher.department","label":"Dc Publisher Department","values":["Traethodau Meistr","Institute of Education and Humanities: Humanities and Social Sciences"]},{"key":"dc:publisher.institution","label":"Dc Publisher Institution","values":["University of Wales Trinity Saint David"]},{"key":"dc:relation.isreferencedby","label":"Dc Relation Isreferencedby","values":["https://repository.uwtsd.ac.uk/id/eprint/4081/"]},{"key":"dc:type","label":"Dc Type","values":["Gosodiad"]},{"key":"dc:type.qualificationlevel","label":"Dc Type Qualificationlevel","values":["masters"]},{"key":"dc:type.qualificationname","label":"Dc Type Qualificationname","values":["ma"]}]},{"id":"subjects_keywords","label":"Subjects and Keywords","entries":[{"key":"dc:subject","label":"Dc Subject","values":["LC Agweddau arbenning ar addysg"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.doi","label":"DOI","values":["10.82227/repository.uwtsd.ac.uk.00004081"]},{"key":"dc:identifier.grantnumber","label":"Dc Identifier Grantnumber","values":["UWTSD"]},{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://repository.uwtsd.ac.uk/id/eprint/4081/1/Fuxman_M_MA_Thesis.pdf"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description.abstract","label":"Abstract","values":["This study investigates the factors influencing German students! attitudes toward learning English in the multilingual region of the Saarland. Using a qualitative, mixed-methods approach, data were collected from 64 students across two age groups (10–12 and 16–18) through questionnaires and semi-structured interviews. The research focuses on learners' motivation, confidence, engagement with English outside the classroom, and perceptions of its usefulness. Participants were drawn from two schools: a Berufsbildungszentrum (A career-oriented school) (ages 16–18) and a Gemeinschaftsschule (A comprehensive school) (ages 10–12). Findings indicate that while both age groups regard English as valuable for future careers and global communication, their sources of motivation differ. Younger students were more influenced by digital media and gamified contexts, whereas older learners expressed stronger instrumental goals and practical applications of the language. Across both groups, intrinsic motivation, media exposure and social interaction played key roles in fostering engagement. The data were analysed thematically using coding tables and visual summaries. The study draws on Gardner's Social Educational Model (SEM), Dörnyei's L2 Motivational Self System (L2MSS), Norton’s investment theory and Complex Dynamic Systems Theory (CDST) to interpret learners' attitudes and behaviours. The findings offer insights for language educators and policymakers, highlighting the importance of developmentally appropriate, identity sensitive approaches to English education in multilingual European contexts."]},{"key":"dc:format","label":"Dc Format","values":["text"]},{"key":"dc:title","label":"Title","values":["The Importance and Usefulness of English to Pupils in the Schools of The Saarland, Germany"]}]}],"canonical_facts":{"dc:contributor.sponsor":["University of Wales Trinity Saint David"],"dc:creator":["Fuxman, Michael"],"dc:date":["2025-12-08"],"dc:date.issued":["2025-12"],"dc:description.abstract":["This study investigates the factors influencing German students! attitudes toward learning English in the multilingual region of the Saarland. Using a qualitative, mixed-methods approach, data were collected from 64 students across two age groups (10–12 and 16–18) through questionnaires and semi-structured interviews. The research focuses on learners' motivation, confidence, engagement with English outside the classroom, and perceptions of its usefulness. Participants were drawn from two schools: a Berufsbildungszentrum (A career-oriented school) (ages 16–18) and a Gemeinschaftsschule (A comprehensive school) (ages 10–12). Findings indicate that while both age groups regard English as valuable for future careers and global communication, their sources of motivation differ. Younger students were more influenced by digital media and gamified contexts, whereas older learners expressed stronger instrumental goals and practical applications of the language. Across both groups, intrinsic motivation, media exposure and social interaction played key roles in fostering engagement. The data were analysed thematically using coding tables and visual summaries. The study draws on Gardner's Social Educational Model (SEM), Dörnyei's L2 Motivational Self System (L2MSS), Norton’s investment theory and Complex Dynamic Systems Theory (CDST) to interpret learners' attitudes and behaviours. The findings offer insights for language educators and policymakers, highlighting the importance of developmentally appropriate, identity sensitive approaches to English education in multilingual European contexts."],"dc:format":["text"],"dc:identifier.doi":["10.82227/repository.uwtsd.ac.uk.00004081"],"dc:identifier.grantnumber":["UWTSD"],"dc:identifier.uri":["https://repository.uwtsd.ac.uk/id/eprint/4081/1/Fuxman_M_MA_Thesis.pdf"],"dc:publisher.commercial":["University of Wales Trinity Saint David"],"dc:publisher.department":["Traethodau Meistr","Institute of Education and Humanities: Humanities and Social Sciences"],"dc:publisher.institution":["University of Wales Trinity Saint David"],"dc:relation.isreferencedby":["https://repository.uwtsd.ac.uk/id/eprint/4081/"],"dc:subject":["LC Agweddau arbenning ar addysg"],"dc:title":["The Importance and Usefulness of English to Pupils in the Schools of The Saarland, Germany"],"dc:type":["Gosodiad"],"dc:type.qualificationlevel":["masters"],"dc:type.qualificationname":["ma"]},"updated_at":"2026-07-24T05:53:08Z"}