Article published in: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. 117–138
Giving voice to the students
What (de)motivates them in CLIL classes?
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.
Keywords: CLIL, methodological aspects, mixed-ability classes, secondary students’ reflections
Published online: 31 July 2014
Breidbach, S., & Viebrock, B.
Coyle, D., Hood, P., & Marsh, D.
Csizér, K., & Kormos, J.
Csizér, K., & Lukács, G.
Doiz, A., Lasagabaster, D., & Sierra, J.M.
Dörnyei, Z., & Ushioda, E.
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Lorenzo, F., Casal, S., & Moore P.
Murray, G., Gao, X., & Lamb, T.
Ruiz de Zarobe, Y., Sierra, J.M., & Gallardo del Puerto, F.
Tedick. D.J., & Cammarata, L.
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