School of International Studies, University of South
This article reports an investigation into the factors that
facilitate language learning. The first strand examines
whether motivation is a predictor of as is widely accepted. In
order to confirm this, Grade 10 students' motivation level was
measured using two questions. Language gains were also
measured and compared with the motivation level. The other
strand aims to discover, by observing classes using
Communicative Orientation of Language Teaching (COLT) what
other factors facilitate learning outcomes. Statistical
analyses of the relationship between the two variables,
motivational level and language gains indicate that motivation
was not a predictor for the Grade 10 students in the study.
Nor were many of the language class features included in the
COLT. The most powerful predictors of language gains were
found in more implicit teachers' beliefs about their students'
capacities and their expectations of their students'
Motivation, measuring motivation, language
learning outcome, teacher' expectation, self-fulfilling