L2 Journal: An electronic refereed journal for foreign and second language educators

This article investigates a project that used student-centered teaching and languages for specific purposes to increase university students’ motivation to study Spanish and willingness to communicate. After reflecting on their personal goals and interests, students were required to choose a purpose or context in which they might use Spanish in their future. Then students were encouraged to seek opportunities to foster their own language and culture learning related to the unique purposes that each student had selected. Data sources included an anonymous online survey with Likert scale responses and open-ended written responses, plus personal observations of the teacher. Results indicated that many students’ perceptions of Spanish speakers and their cultures changed in positive ways and that students were more willing to communicate with native speakers. However, students reported only a marginal increase in their motivation to continue studying Spanish. The author concluded that student-centered teaching and languages for specific purposes can be effective in lower-division Spanish but may require adjustments on the part of students and more guidance than anticipated from instructors.