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Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment
16 references·3 citing·49 second hop
Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment (2018)Are CLIL Students More Motivated? An Anal…The power of beliefs: lay theories and their influence on the implementation of CLIL programmes (2013)The power of beliefs: lay the…Listening to learners: an investigation into ‘successful learning’ across CLIL contexts (2013)Listening to learners: an inv…Content and Language Integrated Learning: A research agenda (2013)Content and Language Integrat…Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation (2011)Systems of Goals, Attitudes, …Content-and-Language Integrated Learning: From Practice to Principles? (2011)Content-and-Language Integrat…CLIL research in Europe: past, present, and future (2011)CLIL research in Europe: past…English achievement and student motivation in CLIL and EFL settings (2010)English achievement and stude…The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project (2009)The Effects of Content and La…Language Attitudes in CLIL and Traditional EFL Classes (2009)Language Attitudes in CLIL an…2. The L2 Motivational Self System (2009)2. The L2 Motivational Self S…Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes (2007)Individual differences in ach…CLIL Learning: Achievement Levels and Affective Factors (2007)CLIL Learning: Achievement Le…An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL) (2007)An Observation Tool for Effec…Interest: A unique motivational variable (2006)Interest: A unique motivation…Motivational Strategies in the Language Classroom (2001)Motivational Strategies in th…Attitudes and Motivation in Second-Language Learning (1972)Attitudes and Motivation in S…Teachers' Code-Switching in Bilingual Primary Education (2023)Teachers' Code-Switching in B…Teacher Professional Development in Language-Driven CLIL: A Case Study (2020)Teacher Professional Developm…Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia (2020)Can engaging L2 teachers as m…Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-efficacy: Toward a unifying theory of behavioral change. (1977)Self-Efficacy: The Exercise of Control (1999)Student engagement with science in early adolescence: The contribution of enjoyment to students’ continuing interest in learning about science (2010)Situational interest, computer self‐efficacy and self‐regulation: Their impact on student engagement in distance education (2011)MINAT BELAJAR SEBAGAI DETERMINAN HASIL BELAJAR SISWA (2016)Towards an analysis of discourse (1977)Worlds of Written Discourse : A Genre-Based View (2004)Common European Framework of Reference for Languages: learning, teaching, assessment (2009)Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011)CLIL: Some of the reasons why … and why not (2013)Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014)Content and Language Integrated Learning: Towards a Connected Research Agenda for CLIL Pedagogies (2007)CLIL (2010)CLIL: Content and Language Integrated Learning (2010)Content-based instruction and content and language integrated learning: the same or different? (2015)Engineering lecturers’ views on CLIL and EMI (2015)The Foreign Language Classroom: Current Perspectives and Future Considerations (2016)THE ROBUSTNESS OF CRITICAL PERIOD EFFECTS IN SECOND LANGUAGE ACQUISITION (2000)Internationalisation, multilingualism and English‐medium instruction (2011)Teaching and Researching: Motivation (2013)CLIL and motivation: the effect of individual and contextual variables (2014)Alternative Ways of Assessing Model Fit (1992)Cutoff criteria for fit indexes in covariance structure analysis: Conventional criteria versus new alternatives (1999)Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. (2000)The Interaction of Motivation, Self‐Regulatory Strategies, and Autonomous Learning Behavior in Different Learner Groups (2013)ELF Awareness in English Language Teaching: Principles and Processes (2017)Task-based language teaching theory and practice (2020)An attributional theory of achievement motivation and emotion. (1985)A social-cognitive approach to motivation and personality. (1988)Self-Rated Health and Mortality: A Review of Twenty-Seven Community Studies (1997)Do performance goals promote learning? A pattern analysis of Singapore students’ achievement goals (2011)Schoolwork engagement and burnout among Finnish high school students and young adults: Profiles, progressions, and educational outcomes. (2013)Performance-approach goal effects depend on how they are defined: Meta-analytic evidence from multiple educational outcomes. (2016)The Input Hypothesis: Issues and Implications (1985)The Role of the Linguistic Environment in Second Language Acquisition (1996)English-medium teaching in European higher education (2006)English-medium instruction in Chinese higher education: a case study (2013)Sociocultural Theory and Second Language Learning (2013)English as a medium of instruction - a growing global phenomenon (2014)Attitudes, Orientations, and Motivations in Language Learning: Advances in Theory, Research, and Applications (2003)From Foreign Language Education to Education for Intercultural Citizenship (2008)Identity, language learning, and social change (2011)English as a lingua franca: A threat to multilingualism? (2003)Language Emergence: Implications for Applied Linguistics--Introduction to the Special Issue (2006)Translanguaging and transnational literacies in multilingual classrooms: a biliteracy lens (2012)Teaching and Researching Motivation (2011)Emotions that facilitate language learning: The positive-broadening power of the imagination (2012)A Transdisciplinary Framework for SLA in a Multilingual World (2016)
this work references cited by second hop

References

  • 1972Attitudes and Motivation in Second-Language Learning3,788 cited
  • 2001Motivational Strategies in the Language Classroom2,327 cited
  • 20092. The L2 Motivational Self System2,057 cited
  • 2011Content-and-Language Integrated Learning: From Practice to Principles?897 cited
  • 2006Interest: A unique motivational variable647 cited
  • 2011CLIL research in Europe: past, present, and future559 cited
  • 2011Systems of Goals, Attitudes, and Self-related Beliefs in Second-Language-Learning Motivation336 cited
  • 2009The Effects of Content and Language Integrated Learning in European Education: Key Findings from the Andalusian Bilingual Sections Evaluation Project335 cited
  • 2007Individual differences in achievement goals: A longitudinal study of cognitive, emotional, and achievement outcomes298 cited
  • 2010English achievement and student motivation in CLIL and EFL settings295 cited
  • 2007An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)209 cited
  • 2007CLIL Learning: Achievement Levels and Affective Factors201 cited
  • 2013The power of beliefs: lay theories and their influence on the implementation of CLIL programmes193 cited
  • 2009Language Attitudes in CLIL and Traditional EFL Classes189 cited

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2013
Listening to learners: an investigation into ‘successful learning’ across CLIL contexts
172 cited
  • 2013Content and Language Integrated Learning: A research agenda169 cited
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    • 2020Can engaging L2 teachers as material designers contribute to their professional development? findings from Colombia42 cited
    • 2020Teacher Professional Development in Language-Driven CLIL: A Case Study34 cited
    • 2023Teachers' Code-Switching in Bilingual Primary Education4 cited