Reacting to the Past and student motivation

This thesis investigates how Reacting to the Past (Reacting) affect student motivation in an English as a Foreign Language classroom (EFL classroom) in Norway. For the intervention I have collaborated with three fellow MA students, and we conducted an adapted version of John M. Burney and Andrew J. Auge’s (2020) Ending the Troubles in a 10th grade classroom. The findings from this study consist of quantitative and qualitative data, gathered through online surveys and semi-structured interviews. The goal of this dissertation is to test if Reacting as an innovative, student-centered, active learning pedagogy could contribute to maintenance or enhancement of student motivation. This study show…