As a result of the widespread implementation of the CLIL approach in the educational system across European countries, research on its effects has become a much debated topic. Yet there is a dearth of studies on the role of motivation in CLIL. Many studies on motivation have focused on why students are (de)motivated to learn. We will paid heed to what makes them feel (de)motivated. In our study students express their opinions about what they like most and least in their CLIL classes, and the advantages and disadvantages they associate with this curricular proposal. The analysis of 221 participants’ answers allows us to end up with a set of recommendations which may help CLIL teachers to boost their students’ motivation.
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Cited by (16)
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2024. Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation. International Journal of Applied Linguistics 34:2 ► pp. 586 ff.
Ladosha, Oksana M., Tatiana A. Lazareva & Elinna I. Rozhdestvenskaya
2024. 2024 7th International Conference on Information Technologies in Engineering Education (Inforino), ► pp. 1 ff.
Zhu, Yan, Yue Liu, Dingfang Shu & Beilei Wang
2024. Relationship between young learners’ L2 proficiency and subject knowledge: evaluating a CLIL programme in China. Language Awareness► pp. 1 ff.
Buckingham, Lyndsay R., Miguel Fernández Álvarez & Ana Halbach
2023. Differences between CLIL and non-CLIL students: motivation, autonomy and identity. Journal of Multilingual and Multicultural Development 44:7 ► pp. 626 ff.
De Smet, Audrey, Laurence Mettewie, Philippe Hiligsmann, Benoît Galand & Luk Van Mensel
2023. Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels. International Journal of Bilingual Education and Bilingualism 26:5 ► pp. 534 ff.
Zheng, Ying, Yanbin Lu & Jia Li
2023. Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program. Foreign Language Annals 56:3 ► pp. 720 ff.
Gómez Ramos, José Luis, José Luis Palazón Fernández, Juan Lirio Castro & Isabel Mª Gómez-Barreto
2022. CLIL: graphic organisers and concept maps for noun identification within bilingual primary education natural science subject textbooks. International Journal of Bilingual Education and Bilingualism 25:6 ► pp. 2006 ff.
Orcasitas-Vicandi, María & Oihana Leonet
2022. The study of language learning in multilingual education: students’ perceptions of their language learning experience in Basque, Spanish and English. International Journal of Multilingualism 19:1 ► pp. 124 ff.
Friðriksdóttir, Kolbrún
2021. The effect of tutor-specific and other motivational factors on student retention on Icelandic Online. Computer Assisted Language Learning 34:5-6 ► pp. 663 ff.
Friðriksdóttir, Kolbrún
2022. Significant determinants of student retention and efficient engagement
strategies in LMOOCs. In Intelligent CALL, granular systems and learner data: short papers from
EUROCALL 2022, ► pp. 119 ff.
2021. Motivation towards the foreign language (English) and regional language (Basque) in immersion schools: Does CLIL in the foreign language make a difference?. Language Teaching Research► pp. 136216882110317 ff.
Madrid, Daniel & Steven Julius
2020. Profiles of Students in Bilingual University Degree Programs Using English as a Medium of Instruction in Spain. Profile: Issues in Teachers´ Professional Development 22:2 ► pp. 79 ff.
Pladevall-Ballester, Elisabet
2019. A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23:6 ► pp. 765 ff.
Czura, Anna & Ada Anklewicz
2018. Pupils’ and teachers’ perceptions of CLIL in primary school: A case study. Linguodidactica 22 ► pp. 47 ff.
2016. CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness 25:1-2 ► pp. 110 ff.
This list is based on CrossRef data as of 15 july 2024. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers.
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