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

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

Institutional repository: lock_openOpen access Editor

Abstract

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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