Teachers often encounter in their classrooms at least a few students who do not make any attempt to learn.  This is especially the case in second and foreign language classrooms.  One of the issues identified by practicing teachers as a barrier to teaching a second language in the classroom is students’ lack of interest in learning it.  Many educators have identified the root cause of underachievement as Learned Helplessness.

Using a subset of data from a study investigating the role of motivation as a contributing factor in learning a second language in a disadvantaged school setting, this paper examines how Learned Helplessness affects second language learning.  This study uses a predominantly qualitative approach based on observational case studies to obtain data.  As the selected students come from diverse backgrounds, it was possible to make comparisons across the cases.  Based on this analysis of the cases, an intervention programme was planned and implemented in the classroom.

The findings of the study indicate that there is a correlation between Learned Helplessness and language learning. However, it is not the socio-economic and cultural background per se that makes a student Learned Helpless or affects  and language learning, but the type of attributions that the students make regarding their prior learning experiences.  Further, in spite of the adverse socio-economic backgrounds of the students, their motivation to learn the second language can be enhanced.

This paper examines how the insights gained from this study can help both practicing teachers as well as policy makers.