Part of
Motivation and Foreign Language Learning: From theory to practice
Edited by David Lasagabaster, Aintzane Doiz and Juan Manuel Sierra
[Language Learning & Language Teaching 40] 2014
► pp. 117138
References
Breidbach, S., & Viebrock, B
(2012) CLIL in Germany: Results from recent research in a contested field of education. International CLIL Research Journal, 1, 1–16.Google Scholar
Chambers, G.N
(1999) Motivating language learners. Clevedon: Multilingual Matters.Google Scholar
Coyle, D
(2007) Content and language integrated learning: Towards a connected research agenda for CLIL pedagogies. International Journal of Bilingual Education and Bilingualism, 10, 543–562.Google Scholar
Coyle, D., Hood, P., & Marsh, D
(2010) CLIL: Content and Language Integrated Learning. Cambridge: Cambridge University Press.Google Scholar
Csizér, K., & Kormos, J
(2009) Learning experiences, selves, and motivated learning behavior: A comparative analysis of structural models for Hungarian secondary and university learners of English. In Z. Dörnyei & E. Ushioda (Eds.), Motivation, language identity and the L2 self (pp. 98–119). Bristol: Multilingual Matters.Google Scholar
Csizér, K., & Lukács, G
(2010) The comparative analysis of motivation, attitudes and selves: The case of English and German in Hungary. System, 38, 1–13. DOI logoGoogle Scholar
Dalton-Puffer, C
(2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182–204. DOI logoGoogle Scholar
Doiz, A., Lasagabaster, D., & Sierra, J.M
2014). CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal, 42(2), 209–224. DOI logo
Dörnyei, Z
(2001) Motivational strategies in the language classroom. Cambridge: Cambridge University Press. DOI logoGoogle Scholar
(2010) Researching motivation: from integrativeness to the Ideal L2 self. In 
S. Hunston, & D. Oakey (Eds.), Introducing applied linguistics: Concepts and skills 
(pp. 74–83). London: Routledge.Google Scholar
Dörnyei, Z., & Ushioda, E
(Eds.) (2009) Motivation, language identity and the L2 self. Bristol: Multilingual Matters.Google Scholar
Eurydice. (
2006) Content and Language Integrated Learning (CLIL) at school in Europe. 
Brussels: The Eurydice European Unit.Google Scholar
Garrett, P., & Gallego, L
(2011) Perceptual shapes of international universities and implications for minority languages: views from university students in Catalonia and Wales. Paper presented at the Symposium on Multilingual and International Universities: Policies and Practices. 11–12 November 2011, University of Lleida, Spain.
Graddol, D
(2006) English next. London: British Council.Google Scholar
Henry, A
(2012) L3 motivation. PhD thesis. Göteborg, Sweden: University of Gothenburgh.Google Scholar
Kern, R.G
(1995) Students’and teachers’ beliefs about language learning. Foreign Language Annals, 28, 71–92. DOI logoGoogle Scholar
Kim, T.-Y
(2006) Interview method development for qualitative study of ESL motivation. Foreign Language Education, 13, 231–256.Google Scholar
Lasagabaster, D
(2008) Foreign language competence in content and language integrated learning courses. The Open Applied Linguistic Journal, 1, 30–41. DOI logoGoogle Scholar
(2011) English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching, 5(1), 3–18. DOI logoGoogle Scholar
Lorenzo, F., Casal, S., & Moore P
(2010) The effects of content and language integrated learning in European Education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics, 31, 418–442. DOI logoGoogle Scholar
Murray, G., Gao, X., & Lamb, T
(Eds.) (2011) Identity, motivation and autonomy in language learning. Bristol: Multilingual Matters.Google Scholar
Nikolov, M
(2001) A study of unsuccessful language learners. In Z. Dörnyei, & R. Schmidt (Eds.), Motivation and Second Language Acquisition (pp. 147–172). Honolulu, HI: University of Hawaii Press.Google Scholar
Ruiz de Zarobe, Y., Sierra, J.M., & Gallardo del Puerto, F
(Eds.) (2011) Content and foreign language integrated learning: Contributions to multilingualism in European contexts. Bern: Peter Lang.Google Scholar
Seikkula-Leino, J
(2007) CLIL learning: Achievement levels and affective factors. Culture and Education, 21, 328–341.Google Scholar
Tedick. D.J., & Cammarata, L
(2012) Content and language integration in K-12 contexts: Student outcomes, teacher practices, and stakeholder perspectives. Foreign Language Annals, 45, 28–53. DOI logoGoogle Scholar
Ushioda, E
(2011) Motivating learners to speak as themselves. In G. Murray, X. Gao, & 
T. Lamb (Eds.), Identity, motivation and autonomy in language learning (pp. 11–24). 
Bristol: Multilingual Matters.Google Scholar
Williams, M., Burden, R., & Lanvers, U
(2002) ‘French is the language of love and stuff’: Student perceptions of issues related to motivation in learning a foreign language. British Educational Research Journal, 28, 503–528. DOI logoGoogle Scholar
Cited by

Cited by 14 other publications

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. DOI logo
Buckingham, Lyndsay R. & Janina Iwaniec
2023. Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation. International Journal of Applied Linguistics DOI logo
Czura, Anna & Ada Anklewicz
2018. Pupils’ and teachers’ perceptions of CLIL in primary school: A case study. Linguodidactica 22  pp. 47 ff. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
Lasagabaster, David & Aintzane Doiz
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. DOI logo
Lialikhova, Dina
Lázaro-Ibarrola, Amparo & Raúl Azpilicueta-Martínez
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo
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. DOI logo

This list is based on CrossRef data as of 10 february 2024. 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.