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Article published In:
Journal of Immersion and Content-Based Language Education
Vol. 6:1 (2018) ► pp.27–56
Refereed Article

Triggers and constraints of lower secondary students’ willingness to communicate orally in English in a CLIL setting in the Norwegian context

| University of Stavanger

This article reports on findings from a small-scale qualitative study performed in a CLIL setting in a Norwegian lower secondary school. The study explored the effect of a six-week CLIL intervention project combining history and English on 27 Norwegian ninth graders’ motivation to engage in classroom oral activities and, consequently, their willingness to communicate (WTC) orally, as well as factors triggering and constraining the students’ WTC in the CLIL lessons. Data were collected through classroom observations, teacher pre- and post-interviews, and student pre- and post-questionnaires. The findings revealed that the CLIL intervention had reinforced most students’ motivation and WTC orally compared to their regular EFL lessons. The study adds to the sparse CLIL research in Norway.

Keywords: CLIL, motivation, demotivation, L2 WTC, L2 anxiety, lower secondary school.
Article outline
  • 1.Introduction
  • 2.EFL instruction in Norway
  • 3.Theoretical framework
    • 3.1Motivation and WTC in L2 learning
    • 3.2Motivation and WTC in CLIL
  • 4.Method
    • 4.1Research questions
    • 4.2Project and participants
    • 4.3Data collection and analysis
  • 5.Findings
    • 5.1Classroom observations
    • 5.2Teacher pre- and post-interviews
    • 5.3Student pre- and post-questionnaires
      • 5.3.1Frequency of English use in and outside class
      • 5.3.2Student self-assessment of L2 WTC in EFL and CLIL
      • 5.3.3Factors motivating and demotivating L2 use
  • 6.Discussion
  • 7.Conclusion, limitations, and implications
  • Notes
  • References
Published online: 26 January 2018
DOI logo
https://doi.org/10.1075/jicb.16013.lia
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