Articlediamond2018

Classroom anxiety and enjoyment in CLIL and non-CLIL: Does the target language matter?

Audrey De Smet · Laurence Mettewie · Benoît Galand · Philippe Hiligsmann · Luk Van Mensel

101 citations0/0 files storedStudies in Second Language Learning and Teaching

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Education, Achievement, and Giftedness

Abstract

This study investigates pupils’ anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the “other” community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils’ anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.

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References

1986Foreign Language Classroom Anxiety 1985Social psychology and second language learning : the role of attitudes and motivation 1972Attitudes and Motivation in Second-Language Learning 1959Motivational variables in second-language acquisition.1994Examination of Horwitz, Horwitz, and Cope's Construct of Foreign Language Anxiety: The Case of Students of Japanese 2003Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications 2010CLIL: Content and Language Integrated Learning 2017Foreign language enjoyment and anxiety: The effect of teacher and learner variables

Cited by

2019Understanding the Relationship Between Grit and Foreign Language Performance Among Middle School Students: The Roles of Foreign Language Enjoyment and Classroom Environment 2021Learner emotions, autonomy and trait emotional intelligence in ‘in-person’ versus emergency remote English foreign language teaching in Europe 2021Reducing anxiety in the foreign language classroom: A positive psychology approach 2020Trait emotional intelligence, positive and negative emotions in first and foreign language classes: A mixed-methods approach 2020

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