Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes


  • Mario Arribas Author Universidad de La Rioja



AICLE, vocabulario receptivo, actitudes, motivación


CLIL keeps on gaining ground in the European educational context, one clear example is Spain, where the number of schools adopting this methodology has kept growing exponentially in recent years. The present study has a dual perspective looking at the motivation of students towards English and CLIL and showing students’ receptive vocabulary outcomes. All students (n=403) enrolled in secondary education in a bilingual school fulfilled a questionnaire and completed two receptive vocabulary level tests (VLT 2k and 3k bands). The findings of the study report on all learners’ opinions and it also correlates vocabulary outcomes from students of the last year of compulsory education (16 years old) with their motivation towards English. Once we analysed the questionnaire and the 2k and 3k versions of the VLT, we concluded that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation, albeit differences were not found statistically significant (Kolmogorov-Smirnov-Lilliefors, Shapiro-Wilk, and Mann-Whitney tests). We attribute this lack of statistical significance to the irregular CLIL implementation in the school and the short experience of the school with this methodology.


doi: 10.5294/laclil.2016.9.2.2


Download data is not yet available.

Author Biography

Mario Arribas, Universidad de La Rioja

"Foreign language teaching, foreign language acquisiton and foreign language evaluation" Phd student


Admiraal, W. et al. (2006) Evaluation of Bilingual Secondary Education in The Netherlands: Students’ language proficiency in English. Educational Research and Evaluation Vol. 12, No. 1: 75 – 93

Agustín Llach, M. P., (2006) "Lexical Errors in Young EFL learners: How do they Relate to Proficiency Measures?" Interlingüística, 17, pages: 63-73.

Agustín Llach, M. P., (2007) "Lexical Errors as Writing Quality Predictors" Studia Linguistica 61, 1, pages: 1-19.

Agustín Llach, M. P., and Jiménez Catalán, R. M., (2007) Lexical Reiteration in EFL Young Learners’ Essays: Does it Relate to the Type of Instruction?. International Journal of English Studies vol. 7: 85-103.

Coyle, D. et al., (2010) CLIL : Content and Language Integrated Learning. Cambridge : Cambridge University Press.

Dalton-Puffer, C. et al. (2009) Technology-Geeks Speak Out: What Students Think About Vocational CLIL. International CLIL Research Journal, Vol.1. 18-25

Delfín de Manzanilla, B. (2007) Attitudes Towards English in Higher Education Students. REDHECS Vol.2: 1-35

Eurydice, (2006) Aprendizaje Integrado de Contenidos y Lenguas (AICLE) en el contexto escolar europeo. España: Omagraf S.L.

Fernández Fontecha, A., (2009) "Spanish CLIL: Research and Official Actions" In Y. Ruiz de Zarobe & R.M. Jiménez Catalán (Eds.) Content and Language Integrated Learning. Clevedon: Multilingual Matters., pages: 3-22.

González Ardeo, J. M., (2003) Attitude Towards English and ESP acquisition as an L2 or L3 at University. Ibérica, 6: 109-133

Huttner, J. and Rieder-Bunemann, A. (2007) The Effect of CLIL Instruction on Children's Narrative Competence. VIEWZ Vol. 16: 20-27

Inal, S. et al. (2005) The Relation Between Students’ Attitude Toward Foreign Language and Foreign Language Achievement. (Retrieved July 16, 2010)

Jiménez Catalán, R., and Ojeda Alba, J., (2009) Disponibilidad léxica en inglés como lengua extranjera en dos tipos de instrucción. Lenguaje y Textos Nº 30: 167-176.

Jiménez Catalán, R.M., Ruiz de Zarobe, Y., Cenoz, J. (2006). Vocabulary profiles of English Foreign Language learners in English as a subject and as a vehicular language. Vienna English Working Papers. Vol. 15: 23-27

Karahan, F. (2007) Language attitudes of Turkish students towards the English language and its use in Turkish context. Journal of Arts and Sciences, Nº 7: 73-87.

Lasagabaster, D. and Ruiz de Zarobe, Y., eds. (2010) CLIL in Spain: Implementation, Results and Teacher Training. Newcastle: Cambridge Scholars Publishing.

Lasagabaster, D. and Sierra, J.M., (2009) Language Attitudes in CLIL and Traditional EFL Classes. International CLIL Research Journal, Vol.1: 4-17

Lennartsson, F. (2008) Students’ motivation and attitudes towards learning a second language: British and Swedish students’ points of view. (Retrieved July 12, 2010)

Liuolienė, A. and Metiūnienė, R., (2006) Second language learning motivation. Santalka. Filologija. Edukologija. Nr.2: 93–98.

Llinares García, A. & Whittaker, R. 2007. “Talking and writing in the social sciences in a foreign language: a linguistic analysis of secondary school learners of geography and history”. In F. Lorenzo,

S. Casal, V. Alba & P. Moore (eds), Models and Practice in CLIL, RESLA. Monográfico. 83-94.

Marsh, D. and Wolff, D., eds., (2007) Diverse Contexts, Converging Goals: CLIL in Europe. Frankfurt: Peter Lang

Mehisto, P. et al., (2008) Uncovering CLIL. Oxford: Macmillan Education.

Miralpeix, I. (2007) Lexical Knowledge in Instructed Language Learning: The Effects of Age and Exposure. IJES Vol. 7: 61-83

Mohan, B. (1986) Language and Content. Addison-Wesley Publishing Company.

Mohideen Obeidat, M. (2005) Attitudes and Motivation in Second Language Learning. Journal of Faculty of Education UAEU, Year 18 Issue 22: 1-17

Pérez, C. J., (2006) Motivación Interna y Rendimiento de los Estudiantes de Inglés de la ULA Táchira. Acción Pedagógica, Nº 15: 64-73

Ruiz de Zarobe, Y. and Jiménez Catalán, R.M., eds., (2009) Content and Language Integrated Learning: Evidence from Research in Europe. Short Run Press Ltd.

Savignon, S and Wang, C. (2003) Communicative Language Teaching in EFL Contexts: Learners’ Attitudes and Perceptions. IRAL Vol. 41: 223-249.

Sylvén, L. K. (2006) How is extramural exposure to English among Swedish school students used in the CLIL classroom?. VIEWZ Vol. 15 No.3: 47-53

Sylvén, L. K. (2010) Teaching in English or English Teaching? On the effects of content and language integrated learning on Swedish learners’ incidental vocabulary acquisition. Acta Universitatis Gothoburgensis, Gothenburg.

Verma, M. H. (2008) Learner’s Attitude and Its Impact on Language Learning. (Retrieved July 16, 2010)

Yassin, S. M. et al. (2009) Learners’ Perceptions Towards The Teaching Of Science Through English In Malaysia: A Quantitative Analysis. International CLIL Research Journal, Vol. 1: 54-69




How to Cite

Arribas, M. (2016). Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content & Language Integrated Learning, 9(2).