Different learners, different journeys: affective and cognitive diversity in response to an ELF-aware speaking intervention

Abstract

Abstract This qualitative study explores learner responses to an English as a Lingua Franca (ELF)-aware speaking intervention in a lower secondary school in Greece, where learning English is dominated by certification goals and classroom disengagement in state schools is common. Drawing on 11 mid-intervention reflective diary entries and a focus group with six learners, the study identifies significant variation in how learners experienced the ELF-aware lessons. Four response patterns emerged: the Enthusiastic Responder, the Anxious but Improving Participant, the Critical Evaluator and the Reluctant Traditionalist. Whilst most participants reported increased confidence, reduced fear of mistakes and greater willingness to participate – even some who disliked certain tasks – a minority resisted the intervention altogether. The findings highlight the need for differentiated, affect-sensitive approaches that respond to learners’ diverse histories, needs, proficiency and readiness levels. The study also shows the potential of an ELF-aware approach to re-engage disengaged learners and foster confidence – even in exam-oriented contexts – when designed with learner diversity in mind.