This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs.
non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages
ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest
greater parental support and be more critical with their image as foreign language learners. Additionally, gender turned
out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female
counterparts in overall motivation and intrinsic motivation. This gender effect was not observed in CLIL
classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign
language motivation.
Amengual-Pizarro, M., & Prieto-Arranz, J. I. (2015). Exploring affective factors in L3 learning: CLIL vs. non-CLIL. In M. J. Garau & J. Salazar (Eds.), Content-based language learning in multilingual educational environments (pp. 197–220). Springer.
Boyle, J. P. (1987). Sex differences in listening vocabulary. Language Learning, 37(2), 273–284.
Burstall, C. (1975). French in the primary school: The British experiment. Canadian Modern Language Review, 31(5), 388–402.
Celaya, M. L., & Ruiz-de-Zarobe, Y. (2010). First languages and age in CLIL and non-CLIL contexts. International CLIL Journal, 1(3), 60–66.
Cid, E., Grañena, G., & Tragant, E. (2009). Constructing and validating the foreign language attitudes and goals survey (FLAGS). System, 37(3), 496–513.
Chambers, G. N. (1999). Motivating language learners. Multilingual Matters.
Clement, R., & Kruidenier, B. (1983). Orientations in second language acquisition: I. The effects of ethnicity, milieu, and target language on their emergence. Language Learning, 331, 273–291.
Collins, L., & Muñoz, C. (2016). The foreign language classroom: Current perspectives and future considerations. The Modern Language Journal, 100(1), 133–147.
Coonan, C. M. (2007). Insider views in the CLIL class through teacher self-observation-introspection. International Journal of Bilingual Education and Bilingualism, 10(5), 625–646.
Coyle, D. (2006). Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review, 131, 1–18. [URL]
Coyle, D. (2011). ITALIC research report. Investigating student gains: Content and language integrated learning. University of Aberdeen.
Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and language integrated learning. Cambridge University Press.
Cronbach, L. J. (1951). Coefficient alpha and the internal structure of tests. Psychometrika, 161, 297–334.
Czura, A., Papja, K., & Urbaniak, M. (2009). Bilingual education and the emergence of CLIL in Poland. In D. Marsh, P. Mehisto, D. Wolff, R. Aliaga, T. Asikainen, M. J. Frigols-Martín, S. Hughes, & G. Langé (Eds.), CLIL practice: Perspectives from the field (pp. 172–178). University of Jyväskylä.
Dalton-Puffer, C. (2011). Content-and-language integrated learning: From practice to principles?Annual Review of Applied Linguistics, 311, 182–204.
Davies, J., & Brember, I. (2001). The closing gap in attitudes between boys and girls: A five-year longitudinal study. Educational Psychology, 21(1), 103–114.
Doiz, A., Lasagabaster, D., & Sierra, J. M. (2014). CLIL and motivation: The effect of individual and contextual variables. The Language Learning Journal, 42(2), 209–224.
Dörnyei, Z. (2005). The psychology of the language learner: Individual differences in second language acquisition. Lawrence Erlbaum.
Dörnyei, Z. (2009). The L2 motivational self system. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 9–42). Multilingual Matters.
European Commision. (1995). White paper on education and training: Towards the learning society. DG XX, Brussels.
Fernández-Fontecha, A. (2014). Motivation and gender effect in receptive vocabulary learning: An exploratory analysis in CLIL Primary Education. Latin American Journal of Content and Language Integrated Learning, 7(2), 27–49.
Fernández-Fontecha, A. (2015). Motivation and vocabulary breadth in CLIL and EFL contexts: Different age, same time of exposure. Complutense Journal of English Studies, 231, 79–96.
Fernández-Fontecha, A., & Canga-Alonso, A. (2014). A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction. International Journal of English Studies (IJES), 14(1), 21–36.
Fernández-Fontecha, A., & Terrazas-Gallego, M. (2012). The role of motivation and age in vocabulary knowledge. Vigo International Journal of Applied Linguistics (VIAL), 91, 39–62. [URL]
Forey, G., Besser, S., & Sampson, N. (2016). Parental involvement in foreign language learning: The case of Hong Kong. Journal of Early Childhood Literacy, 16(3), 383–413.
Gallardo-del-Puerto, F., & Gómez-Lacabex, E. (2017). Oral production outcomes in CLIL: An attempt to manage amount of exposure. European Journal of Applied Linguistics, 5(1), 31–54.
Gallardo-del-Puerto, F., Gómez-Lacabex, E., & García-Lecumberri, M. L. (2009). Testing the effectiveness of content and language integrated learning in foreign language contexts: The assessment of English pronunciation. In Y. Ruiz-de-Zarobe, & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 63–80). Multilingual Matters.
García-Mayo, M. P. (2017). Introduction. In M. P. García-Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. xiii–xxiii). Multilingual Matters.
Gardner, R. C. (1985). Social psychology and second language learning: The role of attitudes and motivation. Edward Arnold.
Gardner, R. C., & Lambert, W. E. (1959). Motivational variables in second language acquisition. Canadian Journal of Psychology 131, 266–272.
George, D., & Mallery, P. (2003). SPSS for Windows step by step: A simple guide and reference (11.0 update, 4th ed.). Allyn & Bacon.
Heras, A., & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70–88.
Holm, S. (1979). A simple sequential rejective method procedure. Scandinavian Journal of Statistics, 61, 65–70.
Jiménez-Catalán, R., & Ojeda-Alba, J. (2009). Girls’ and boys’ lexical availability in EFL. ITL-International Journal of Applied Linguistics, 1581, 57–76.
Kiss, C. & Nikolov, M. (2005). Developing, piloting and validating an instrument to measure young learners’ aptitude. Language Learning, 55(1), 99–150.
Kissau, S. (2006). Gender differences in motivation to learn French. The Canadian Modern Language Review, 62(3), 401–422.
Lasagabaster, D. (2011). English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18.
Lasagabaster, D., & Doiz, A. (2017). A longitudinal study on the impact of CLIL on affective factors. Applied Linguistics, 38(5), 688–712.
Lasagabaster, D., & López-Beloqui, R. (2015). The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation. Porta Linguarum, 231, 41–57. [URL]
Lasagabaster, D., & Sierra, J. M. (2009). Language attitudes in CLIL and traditional EFL classes. International CLIL Research Journal, 1(2), 4–17. [URL]
Lázaro, A., & García-Mayo, M. P. (2012). L1 use and morphosyntactic development in the oral production of EFL learners in a CLIL context. International Review of Applied Linguistics in Language Teaching (IRAL), 50(2), 135–160.
López-Rúa, P. (2006). The sex variable in foreign language learning: An integrative approach. Porta Linguarum, 61, 99–114. [URL]
Lorenzo, F., Casal, S., Moore, P., & Afonso, T. (2009). Bilingüismo y educación: Situación de la Red de centros bilingües en Andalucía. Centro de Estudios Andaluces. Consejería de la Presidencia.
Lozano-Martínez, L. (2017). Los docentes en los programas de educación bilingüe en Cantabria. Estudios de Lingüística Inglesa Aplicada (ELIA), 171, 93–123.
Madrid, D.2002. The power of the FL teacher’s motivational strategies. Cauce: Revista de Filología y su Didáctica, 251, 369–422. [URL]
Martínez-Adrián, M., & Gutiérrez-Mangado, J. (2009). The acquisition of English syntax by CLIL learners in the Basque country. In Y. Ruiz-de-Zarobe & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 176–196). Multilingual Matters.
Matsuzaki-Carreira, J. (2006). Motivation for learning English as a foreign language in Japanese elementary schools. JALT Journal, 28(2), 135–158. [URL]
Merino, J. A., & Lasagabaster, D. (2018). The effect of content and language integrated learning programmes’ intensity on English proficiency: A longitudinal study. International Journal of Applied Linguistics, 281, 18–30.
Merisuo-Storm, T. (2007). Pupils’ attitudes towards foreign-language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education, 231, 226–235.
Muñoz, C. (2017). The development of language awareness at the transition from primary to secondary school. In M. P. García-Mayo (Ed.), Learning foreign languages in primary school: Research insights (pp. 49–68). Multilingual Matters.
Navarro-Pablo, M., & García-Jiménez, E. (2018). Are CLIL students more motivated? An analysis of affective factors and their relation to language attainment. Porta Linguarum, 291, 71–90. [URL]
Nunnally, J. O. (1978). Psychometric theory. McGraw-Hill.
Nyikos, M. (1990). Gender-related differences in adult language learning: Socialization and memory factors. Modern Language Journal, 74(3), 273–287.
Pallant, J. (2011). SPSS survival manual: A step by step guide to data analysis using SPSS (4th ed.). Open University Press/McGraw-Hill.
Pavlenko, A., & Piller, I. (2008). Language education and gender. In S. May, & N. H. Hornberger (Eds.), Encyclopedia of language and education (pp. 57–69). Springer Science + Business Media LLC.
Pérez-Cañado, M. L. (2018). CLIL and educational level: A longitudinal study on the impact of CLIL on language outcomes. Porta Linguarum, 291, 51–70. [URL]
Pladevall-Ballester, E. (2019). A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23(6), 765–786.
Roehr-Brackin, K. (2018). Metalinguistic awareness and second language acquisition. Routledge.
San Isidro, X. (2010). An insight into Galician CLIL: Provision and results. In D. Lasagabaster & Y. Ruiz-de-Zarobe (Eds.), CLIL in Spain: Implementation, results and teacher training (pp. 55–78). Cambridge Scholars Publishing.
San Isidro, X. (2019). The multi-faceted effects of CLIL: A literature review. AEDEAN Nexus, 11, 33–49. [URL]
Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328–341.
Snow, M. A. (1990). Language immersion: An overview and comparison. In A. M. Padilla, H. H. Fairchild, & C. M. Valadez (Eds.), Foreign language education: Issues and strategies (pp. 109–126). Sage Publications.
Södergard, M. (2006). From kindergarten to grade 6: The immersion experience from the pupils’ point of view. In S. Björklund, K. Mård-Mietttinen, & M. Södergård (Eds.), Exploring dual-focused education: Integrating language and content for individual and societal needs (pp. 85–109). Centre for Immersion and Multiculturalism.
Somers, T., & Llinares, A. (2018). Students’ motivation for Content and Language Integrated Learning and the role of programme intensity. International Journal of Bilingual Education and Bilingualism. Advance online publication.
Spolsky, B. (1989). Conditions for second language learning. Oxford University Press.
Sunderland, J. (2000). Issues of language and gender in second and foreign language education. Language Teaching, 331, 203–223.
Sung, H., & Padilla, A. M. (1998). Student motivation, parental attitudes, and involvement in the learning of Asian languages in elementary and secondary schools. The Modern Language Journal, 82(2), 205–216.
Sylvén, L. K. (2010). Teaching in English or teaching English? On the effects of Content and Language Integrated Learning on Swedish learners’ incidental vocabulary acquisition. Gothenburg Studies in English 971. University of Gothenburg.
Thompson, A. S., & Sylvén, L. K. (2019). CLIL and motivation revisited: A longitudinal perspective. In L. K. Sylvén (Ed.), Investigating Content and Language Integrated Learning: Insights from Swedish high schools (pp. 76–95). Multilingual Matters.
Wiesemes, R. (2009). Developing theories of practices in CLIL: CLIL as post-method pedagogies? In Y. Ruiz-de-Zarobe & R. M. Jiménez-Catalán (Eds.), Content and language integrated learning: Evidence from research in Europe (pp. 41–59). Multilingual Matters.
Zeman, J., Cassano, M., Perry-Parrish, C., & Stegall, S. (2006). Emotion regulation in children and adolescents. Journal of Developmental & Behavioral Pediatrics, 27(2), 155–168.
Cited by (4)
Cited by four other publications
Hidalgo, María Ángeles & Izaskun Villarreal
2024. Intensity matters in CLIL: Evidence from primary school learners’ receptive skills. System 125 ► pp. 103402 ff.
2023. Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes. International Review of Applied Linguistics in Language Teaching
Martí Arnándiz, Otilia, Lidon Moliner & Francisco Alegre
2022. When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics. System 106 ► pp. 102773 ff.
Surmont, Jill, Thomas Caira, Esli Struys & Elisabeth A. Meuleman
2022. CLIL (Materials) for All?. In Handbook of Research on International Approaches and Practices for Gamifying Mathematics [Advances in Game-Based Learning, ], ► pp. 46 ff.
This list is based on CrossRef data as of 9 january 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
Any errors therein should be reported to them.