The impact of CLIL on affective factors and vocabulary learning

Arantxa Heras Aizpurua · David Lasagabaster

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Second Language Acquisition and Learning

Abstract

The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary education were administered a background questionnaire, a questionnaire on motivation and self-esteem, and a vocabulary test. Participants’ learning of vocabulary was tested on a pre-test, immediate post-test and delayed post-test design. Results revealed that CLIL can help reduce gender differences in motivation. Similarly, vocabulary tests indicated that the CLIL module had a similar positive effect on both male and female students’ learning of the technical content-related vocabulary.

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References

1986Possible selves.2005The Psychology of the Language Learner: Individual Differences in Second Language Acquisition 2013Teaching and Researching: Motivation 20092. The L2 Motivational Self System 2010CLIL 2000THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION 2011Teaching and Researching Motivation 2009Motivation, Language Identity and the L2 Self

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2015The relationship between motivation, gender, L1 and possible selves in English-medium instruction 2021Second language motivation research 2010–2019: a synthetic exploration 2018CLIL methodology, materials and resources, and assessment in a monolingual context: an analysis of stakeholders’ perceptions in Andalusia 2017CLIL, unequal working conditions and neoliberal subjectivities in a state secondary school 2018Students’ motivation for content and language integrated learning and the role of programme intensity 2017The effect of content and language integrated learning programmes' intensity on English proficiency: A longitudinal study

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