There’s a tendency in language learning circles to tell people to find their motivation first; the progress will follow. A study of retirees learning Spanish suggests that progress may also help shape the motivation that comes next.
It’s another paper in a raft of recent research with something relevant to our own polyglot exploits. Researchers at the universities of Zurich and Ghent followed 28 retirees in Switzerland aged 64 to 74, all beginners in Spanish. For eight months they had a weekly two-hour classroom session, including language assessments, plus around two to three hours of home practice on Duolingo. Every week the team measured their Spanish, their working memory and attention, and their motivation and well-being – that’s 32 data snapshots per person.
The results allowed the researchers to explore a chicken-or-egg question: when two things move together, which one helps predict what happens next?
Progress can shape motivation
The authors suggest that progress can feed subsequent motivation, drawing on the idea of psychological momentum: success makes you want more. Their analyses linked Spanish performance, especially speaking speed and overall proficiency, to motivation the following week.
But the details complicate that appealing story. Those two predictive links did not pass the stricter statistical threshold used to account for the many tests performed. And motivation wasn’t simply a passenger: it predicted later grammatical accuracy, a result that did survive that adjustment.
Another analysis found that faster speaking predicted lower motivation the following week. The authors suggest that boredom might help explain this: as learners approach their initial goals, the emotional buzz may fade and they may want new challenges. That’s a possible explanation, rather than something the study directly measured.
Working memory and well-being were part of the picture
Speaking more fluently also predicted better working memory later on, while working memory predicted aspects of subsequent Spanish performance. The authors describe a feedback loop between language development and cognition.
Well-being was connected too. It predicted later speaking fluency, and the authors describe a possible cycle linking fluency, working memory and well-being. The picture is less a single chain of cause and effect than a set of interacting processes.
What might we take from it?
If you teach, or build a learning app, one possibility worth exploring is to engineer early wins. Give learners achievable tasks and help them notice their progress. Success may help motivation develop, rather than motivation always having to come first. And as learners progress, fresh goals may help sustain their interest.
The study didn’t test those teaching strategies directly, though, and we shouldn’t assume its findings apply equally at every age. Bear in mind that this was a cohort of 28 healthy, fairly motivated volunteers, with no control group. The statistics show predictive relationships over time, but that isn’t the same as proof of cause.
That said, it’s a fascinating exploratory study – not a final word on the motivation-progress matrix, but rather a reason to investigate the relationship further. We look forward to future research!
