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The Language Learning Journal Volume 42, 2014 - Issue 2: Special Issue: Content and Language Integrated Learning
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Special Issue: Content and Language Integrated Learning

CLIL and motivation: the effect of individual and contextual variables

Aintzane DoizEnglish Studies, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, Spain
,
David LasagabasterEnglish Studies, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, SpainCorrespondence[email protected]
&
Juan Manuel SierraEnglish Studies, University of the Basque Country UPV/EHU, Vitoria-Gasteiz, Spain
Pages 209-224 | Published online: 28 Mar 2014

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Luk Van Mensel & Philippe Hiligsmann. (2023) Assessing CLIL: a multidisciplinary approach. International Journal of Bilingual Education and Bilingualism 26:5, pages 529-533.
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Audrey De Smet, 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, pages 534-553.
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María Fernández-Agüero & Elisa Hidalgo-McCabe. (2022) CLIL Students’ Affectivity in the Transition between Education Levels: The Effect of Streaming at the Beginning of Secondary Education. Journal of Language, Identity & Education 21:6, pages 363-377.
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Simone Virdia. (2022) The (heterogeneous) effect of CLIL on content-subject and cognitive acquisition in primary education: evidence from a counterfactual analysis in Italy. International Journal of Bilingual Education and Bilingualism 25:5, pages 1877-1893.
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Ana Halbach & Janina Iwaniec. (2022) Responsible, competent and with a sense of belonging: an explanation for the purported levelling effect of CLIL. International Journal of Bilingual Education and Bilingualism 25:5, pages 1609-1623.
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Xabier San Isidro & David Lasagabaster. (2022) Students’ and families’ attitudes and motivations to language learning and CLIL: a longitudinal study. The Language Learning Journal 50:1, pages 119-134.
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Juan de Dios Martínez Agudo. (2021) To what extent do affective variables correlate with content learning achievement in CLIL programmes?. Language and Education 35:3, pages 226-240.
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Heath Rose, Samantha Curle, Ikuya Aizawa & Gene Thompson. (2020) What drives success in English medium taught courses? The interplay between language proficiency, academic skills, and motivation. Studies in Higher Education 45:11, pages 2149-2161.
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Macarena Navarro-Pablo & Yiyi López Gándara. (2020) The effects of CLIL on L1 competence development in monolingual contexts. The Language Learning Journal 48:1, pages 18-35.
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José Goris, Eddie Denessen & Ludo Verhoeven. (2019) The contribution of CLIL to learners’ international orientation and EFL confidence. The Language Learning Journal 47:2, pages 246-256.
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Amy S. Thompson & Junkyu Lee. (2018) The Motivational Factors Questionnaire in the Korean EFL context: predicting group membership according to English proficiency and multilingual status. The Language Learning Journal 46:4, pages 398-414.
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Xabier San Isidro. (2018) Innovations and Challenges in CLIL Implementation in Europe. Theory Into Practice 57:3, pages 185-195.
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Agnieszka Otwinowska & Małgorzata Foryś. (2017) They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes. International Journal of Bilingual Education and Bilingualism 20:5, pages 457-480.
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David Lasagabaster. (2016) The relationship between motivation, gender, L1 and possible selves in English-medium instruction. International Journal of Multilingualism 13:3, pages 315-332.
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Ana Llinares. (2015) Integration in CLIL: a proposal to inform research and successful pedagogy. Language, Culture and Curriculum 28:1, pages 58-73.
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Samantha Curle, Doğan Yuksel, Ikuya Aizawa, Gene Thompson & Mahboubeh Rakhshandehroo. (2024) Academic success in English Medium Instruction programmes in Turkey: Exploring the effect of gender, motivation, and English language proficiency. International Journal of Educational Research 123, pages 102288.
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Ying Zheng, 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, pages 720-739.
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Kari Sahan, Rifat Kamaşak & Heath Rose. (2023) The interplay of motivated behaviour, self-concept, self-efficacy, and language use on ease of academic study in English medium education. System 114, pages 103016.
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Ernesto Ferrando. (2023) La motivación en la enseñanza de segundas lenguas: aproximación teórico-práctica en el ámbito del enfoque integrado AICLE. Lengua y Sociedad 22:1, pages 117-137.
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Christiane Dalton-Puffer, Julia Hüttner & Ana Llinares. (2022) CLIL in the 21st Century. Journal of Immersion and Content-Based Language Education 10:2, pages 182-206.
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Ivana Cimermanová. (2021) A Review of European Research on Content and Language Integrated Learning. Integration of Education 25:2, pages 192-213.
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Francisco Gallardo-del-Puerto & Zeltia Blanco-Suárez. (2021) Foreign language motivation in primary education students. Journal of Immersion and Content-Based Language Education 9:1, pages 58-84.
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Paola Cossu, Gabriela Brun & Darío Luis Banegas. 2021. International Perspectives on Diversity in ELT. International Perspectives on Diversity in ELT 173 190 .
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Aleksandra I. Dashkina, Ludmila P. Khalyapina, Aleksandra M. Kobicheva, Maria A. Odinokaya & Dmitri A. Tarkhov. (2020) Developing a Model of Increasing the Learners’ Bilingual Professional Capacity in the Virtual Laboratory Environment. Applied Sciences 10:20, pages 7022.
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Endzhe Latypova. (2020) FOREIGN LANGUAGE COMPETENCE DEVELOPMENT USING CLIL AMONG STUDENTS IN RUSSIAN UNIVERSITIES. Humanities & Social Sciences Reviews 8:4, pages 755-767.
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Darío Luis Banegas & Cristina Lauze. (2020) CLIL and Comprehensive Sexual Education: A Case of Innovation From Argentina. Profile: Issues in Teachers´ Professional Development 22:2, pages 199-209.
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Dario Luis Banegas. (2020) Teacher Professional Development in Language-Driven CLIL: A Case Study. Latin American Journal of Content & Language Integrated Learning 12:2, pages 242-264.
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Celina Salvador-García, Carlos Capella-Peris, Oscar Chiva-Bartoll & Pedro Jesús Ruiz-Montero. (2020) A Mixed Methods Study to Examine the Influence of CLIL on Physical Education Lessons: Analysis of Social Interactions and Physical Activity Levels. Frontiers in Psychology 11.
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Elisabet Pladevall-Ballester. (2018) A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research 23:6, pages 765-786.
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Mathea Simons, Claudio Vanhees, Tom Smits & Karen Van De Putte. (2019) Remedying Foreign Language Anxiety through CLIL? A mixed-methods study with pupils, teachers and parents. Revista de Lingüística y Lenguas Aplicadas 14:1, pages 153.
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Juan Carlos Torres-Rincon & Liliana Marcela Cuesta-Medina. (2019) Situated Practice in CLIL: Voices from Colombian Teachers. GiST Education and Learning Research Journal 18, pages 109-141.
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