Work

Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment

Year: 2018

Type: article

Abstract: This paper addresses the purported belief that Content and Language Integrated Learning positively influences students' affective stance.It compares the motivation of CLIL and non-CLIL learners in seven state schools and one charter school in the province of Seville, both at Primary (n=194) and Compulsory Secondary Education (n=158) level.Affective aspects pertaining to motivation and anxiety are grouped around four clusters of factors: (i) desire to work and self-esteem (containing 10 items); (ii) anxiety in the face of exams (with a negative-inhibitory content and made up of 9 elements); (iii) lack of interest in studying (comprising 9 items); and (iv) realistic personal self-demand (consisting of 7 elements).The interaction of motivation and language attainment (considering use of English, vocabulary, listening, speaking, and reading) is also measured in order to confirm or refute prior findings which tend to assign higher levels of motivation to CLIL strands.

Source: Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras

DOI: 10.30827/digibug.54023

Author: Macarena Navarro Pablo

Institution: Universidad de Sevilla

Language: English

Topic: Second Language Learning and Teaching

Subfield: Literature and Literary Theory

Field: Arts and Humanities

Domain: Social Sciences

SDG: Quality education

Open Access status: diamond

Funders: Ministerio de Economía y Competitividad, Junta de Andalucía