Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation

Enisa Mede, Senanur Çinar

Abstract


Implementación del aprendizaje integrado de contenidos y lenguas extranjeras y sus efectos sobre la motivación de los estudiantes

Implementação de uma aprendizagem integrada de conteúdos e línguas estrangeiras e seus efeitos na motivação dos alunos

The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students’ motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms.

To reference this article (APA) / Para citar este artículo (APA) / Para citar este artigo (APA)

Mede, E. & Çinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11(2), 215-235. DOI: 10.5294/laclil.2018.11.2.3

Received: 19/06/2018

Approved: 06/11/2018


Keywords


Content and language integrated learning; CLIL; motivation; higher education; English; language teaching; language instruction; language learning

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References


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DOI: https://doi.org/10.5294/laclil.2018.11.2.3

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