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
Revista:
IJES, International Journal of English Studies

ISSN: 1578-7044

Ano de publicación: 2014

Volume: 14

Número: 1

Páxinas: 27-48

Tipo: Artigo

Exportar: RIS
DOI: 10.6018/ijes/14/1/156681 GOOGLE SCHOLAR lock_openAcceso aberto editor

Indicadores

Citas recibidas

  • Citas en Dialnet Métricas: 10 (17-09-2021)

SCImago Journal Rank

  • Ano 2014
  • Impacto SJR da revista: 0.26
  • Cuartil maior: Q1
  • Área: Cultural Studies Cuartil: Q1 Posición na área: 169/891
  • Área: Literature and Literary Theory Cuartil: Q1 Posición na área: 46/744
  • Área: Language and Linguistics Cuartil: Q2 Posición na área: 212/737
  • Área: Linguistics and Language Cuartil: Q2 Posición na área: 229/756
  • Área: Education Cuartil: Q3 Posición na área: 592/1276

CIRC

  • Ciencias Sociais: A
  • Ciencias Humanas: A

CiteScore

  • Ano 2014
  • CiteScore da revista: 0.2
  • Área: Literature and Literary Theory Percentil: 65
  • Área: Cultural Studies Percentil: 39
  • Área: Language and Linguistics Percentil: 38
  • Área: Linguistics and Language Percentil: 37
  • Área: Education Percentil: 11

Resumo

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.