Does the systematic use of picturebooks in Key Stage 2 L2 lessons improve language outcomes, affectivity and motivation in learners?

For teachers of a second language (L2) in England, sustaining the positive attitudes and motivation needed to ensure progress for as many learners as possible from KS2 to KS5 has long been problematic (Ofsted, 2021; Graham et al. 2016;). Since 2005, the overall number of candidates taking MFL at GCSE and A-Level has fallen (Collen, 2021) which in turn has led to fewer language graduates leaving university. An important rationale for language learning at primary school is to improve motivation and language proficiency in the long-term. Yet relatively little is known about teaching approaches that impact on both those areas. My proposed research therefore seeks to examine whether L2 picturebooks can be used to support linguistic and non-linguistic outcomes in the classroom and as such, promote better L2 progress, affectivity and motivation. The PhD will take the form of a quasi-experimental study and will be undertaken on a part-time basis. I aim to take five years to complete the research.
1. Participants. The study will be conducted over 10 months using schools that have three classes of Year 5 mixed-ability pupils: one control class, an 'active control' and an experimental class. 2. The intervention. Two schools will be used to ensure that there will be at least 30 pupils in each condition. I will provide materials for teachers to use during the intervention. All pupils will follow Pearson's Accès Studio course as their main source of French language instruction. In addition to this, every half term, the experimental class will undertake a project based on a picturebook involving the three-stage model: 'plan, do, review' (Ellis and Brewster, 2014). In this model pupils: think about what they are going to read and why, and about what they already know in relation to the story and theme; listen to the story and participate as appropriate; engage in further reflection to extend, consolidate, and personalise language presented through the story. The active control class will undertake a project relating to French culture (i.e. not literature-related) using the same 'plan, do, review' model; the control class will follow Pearson's course book as it is usually taught in the school. The texts used in the experimental class and the active control class will be matched on a range of criteria indicating readability, such as word number, word length, word frequency, sentence length, cognates and subordination (Benjamin, 2012; Uitdenbogerd, 2005). 3. Outcome measures:
Oral vocabulary will be assessed at pre, post and delayed post-test through an elicited imitation task, used because of its suitability for lower proficiency learners who do not have developed writing skills (Courtney et al., 2017).
Attitudes and motivation will be assessed through a questionnaire at the three time points, and through amount of time accessing online/borrowed books. Empathy will be assessed through the same questionnaire at the three time points. General creativity will be assessed using Leiken's (2009) model, which assesses divergent and convergent thinking as reflected in problem solving processes and outcomes and is suitable for younger children. If the research demonstrates that there are benefits to using picturebooks in KS2 L2 lessons, it could influence the way practitioners teach these subjects, increasing motivation and outcomes which could in turn lead on to more pupils studying a language at later stages in their school career.