Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment

Macarena Navarro Pablo

51 citations0/0 files storedPorta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

No readable copy stored yet — this record is metadata only.

No open-access location is known for this record yet.

Literature note Cite in a project Citation map

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

Abstract

This paper addresses the purported belief that Content and Language Integrated Learning positively influences students' affective stance.It compares the motivation of CLIL and non-CLIL learners in seven state schools and one charter school in the province of Seville, both at Primary (n=194) and Compulsory Secondary Education (n=158) level.Affective aspects pertaining to motivation and anxiety are grouped around four clusters of factors: (i) desire to work and self-esteem (containing 10 items); (ii) anxiety in the face of exams (with a negative-inhibitory content and made up of 9 elements); (iii) lack of interest in studying (comprising 9 items); and (iv) realistic personal self-demand (consisting of 7 elements).The interaction of motivation and language attainment (considering use of English, vocabulary, listening, speaking, and reading) is also measured in order to confirm or refute prior findings which tend to assign higher levels of motivation to CLIL strands.

Paper brief

Loading…

Cite this work

Citation unavailable for this work.

BibTeX RIS CSL-JSON

No public copy is stored for this record, so only the metadata is cited.

Citations in this library

Citation map →

Stored only when both papers are in the corpus — 51 citations exist upstream.

References

1972Attitudes and Motivation in Second-Language Learning 2001Motivational Strategies in the Language Classroom 20092. The L2 Motivational Self System 2011Content-and-Language Integrated Learning: From Practice to Principles?2006Interest: A unique motivational variable 2011CLIL research in Europe: past, present, and future 2011Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project

Cited by

2020Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia 2020Teacher Professional Development in Language-Driven CLIL: A Case Study 2023Teachers' Code-Switching in Bilingual Primary Education

Explore the map →

Papers that cite the same references — the relational fallback while embeddings are still backfilling.

Imported from OpenAlex (CC0) — nothing here is generated.