A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction

  1. Almudena Fernández Fontecha 1
  2. Andrés Canga Alonso 1
  1. 1 Departamento de Filologías Modernas, C/San José de Calasanz, 33, 26004 Logroño (La-Rioja), Spain
IJES, International Journal of English Studies

ISSN: 1578-7044

Year of publication: 2014

Volume: 14

Issue: 1

Pages: 27-48

Type: Article

DOI: 10.6018/IJES/14/1/156681 DIALNET GOOGLE SCHOLAR lock_openDialnet editor

More publications in: IJES, International Journal of English Studies


Cited by

  • Scopus Cited by: 26 (04-03-2023)
  • Dialnet Metrics Cited by: 13 (24-02-2023)

SCImago Journal Rank

  • Year 2014
  • SJR Journal Impact: 0.26
  • Best Quartile: Q1
  • Area: Literature and Literary Theory Quartile: Q1 Rank in area: 46/749
  • Area: Cultural Studies Quartile: Q1 Rank in area: 171/907
  • Area: Linguistics and Language Quartile: Q2 Rank in area: 251/822
  • Area: Education Quartile: Q3 Rank in area: 596/1251


  • Social Sciences: A
  • Human Sciences: A

Scopus CiteScore

  • Year 2014
  • CiteScore of the Journal : 0.2
  • Area: Literature and Literary Theory Percentile: 65
  • Area: Cultural Studies Percentile: 39
  • Area: Language and Linguistics Percentile: 38
  • Area: Linguistics and Language Percentile: 37
  • Area: Education Percentile: 11


This paper sets out to enquiry about gender-based differences in motivation towards EFL in two different types of instruction, i.e. CLIL and EFL (non-CLIL). The study was carried out with 4th Primary education Spanish students randomly selected from two mixed-gender schools in La Rioja (Spain). The results show that non-CLIL learners are significantly more motivated than CLIL learners. The non-CLIL girls are slightly more motivated than non-CLIL boys. However, CLIL boys are slightly more motivated than CLIL girls. Non-CLIL boys are more motivated than CLIL boys, and non-CLIL girls are more motivated than CLIL girls. These findings indicate that research on CLIL should closely take into account the way this methodological approach is implemented in a specific context since context-specific elements play a pivotal role in students¿ motivation towards EFL.

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