Enhancing Second and Foreign Language Motivation through STEAM: An Action Research Study in an International School in Morocco

Abstract

STEAM (Science, Technology, Engineering, Arts, and Mathematics) education has gained international recognition for fostering interdisciplinary learning, creativity, and student engagement. However, its implementation in second and foreign language instruction remains limited, especially in multilingual international contexts. This study explores the effects of implementing a STEAM-oriented instruction in French and Arabic classes at an American international school in Morocco. Using a mixed-methods, action research design, this study draws on pre- and post-intervention surveys and student focus groups to examine how such instruction influences motivation and classroom engagement. The findings indicate that while integrative and instrumental motivation showed minimal change, learners demonstrated increased interest, participation, and emotional investment when engaged in interdisciplinary, project-based language tasks. These results point to the potential of STEAM-based instruction to enhance short-term motivation and enrich the language learning experience. However, they also underscore the importance of pairing STEAM approaches with targeted, language-focused instructions to achieve sustained language development. The study contributes to emerging research on innovation in language education and offers insights for applying interdisciplinary pedagogies within global, multilingual school settings.