Der Einfluss der Lernerautonomie auf die Motivation zur Entwicklung der Sprechfertigkeit in einer Fremdsprache. Am Beispiel des Deutschunterrichts mit dem Einsatz von affektivem Storytelling für polnische Lernende im frühen Erwachsenenalter – ein Ber
Influence of Learner Autonomy on the Motivation to Develop Speaking Skills in a Foreign Language. Using the Example of German Lessons with Affective Storytelling for Polish Learners in Early Adulthood – A Report from Own Research

Summary/Abstract: This article examines the impact of learner autonomy on motivation in the development of speaking skills in foreign language education. The study aims to investigate how narrative and emotional elements, appliedthrough affective storytelling, can foster learner engagement and enhance communicative competence. Storytelling is understood here as a method of presenting content through stories that evoke curiosity, suspense, and interest. The affective variant further incorporates emotional dimensions, which strengthen both motivation and engagement. Special attention is given to the relationship between autonomy and motivation: when learners are given the opportunity to influence the course of a story, they experience a stronger sense of self-efficacy. This approach is combined with clear didactic frameworks designed to address the needs of both more autonomous and less autonomous students. The research was carried out with a small group of German studies students who took part in four storytelling-based lessons. Their experiences were documented through surveys, interviews, and classroom observations. The findings suggest that affective storytelling positively influences motivation, language practice, and interaction, while also being shaped by individual learner dispositions and the role of the teacher. The article is structured as follows: first, the research sample, organization, and procedure are described. This is followed by an account of the observations, covering the study itself as well as its results and conclusions. The analysis of the interviews and questionnaires is then presented, from which broader conclusions are drawn. Finally, the article offers didactic recommendations and outlines open research questions alongside perspectives for future studies.

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