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Content-based Language Learning in Multilingual Educational Environments pp 197–220Cite as

Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL

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Part of the book series: Educational Linguistics ((EDUL,volume 23))

Abstract

The main purpose of this study is to investigate the effect of content and language integrated learning (CLIL) programmes on English as a foreign language (EFL) students’ motivation, attitudes and beliefs. The participants in this study were two groups (CLIL vs. non-CLIL) of 13/15-year-old Catalan-Spanish bilinguals enrolled in compulsory secondary education (CSE) at state-run schools in the Balearic Islands. A questionnaire was elaborated to capture the opinion of both groups of students at two different times over a 2-year span: beginning (T1: n = 170) of year 2 of CSE, which marks the onset of the CLIL programme, and end of year 3 (T2: n = 151). Since multilingualism has been linked to multicultural attitudes, each participant’s language profile was also considered. Results reveal that CLIL programmes may contribute to the development of positive attitudes and beliefs and higher motivation among learners; additionally, more positive affective factors characterise female participants concerning interest in English and general foreign language learning, although evidence has also been found that CLIL approaches seem to even out such gender-based differences.

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Acknowledgements

We gratefully acknowledge funding from the Spanish Ministry of Economy and Competitiveness (HUM2007-66053-C02-01/02, FFI 2010-21483-C02-01/02, and FFI2013-48640-C2-1/2-P) and the Catalan Government (SGR2005-01086/2009-140/2014-1563).

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  1. Departament de Filologia Espanyola, Moderna i Clàssica, Universitat de les Illes Balears (UIB), Palma de Mallorca, Spain

    Marian Amengual-Pizarro & José Igor Prieto-Arranz

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  1. Marian Amengual-Pizarro
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  2. José Igor Prieto-Arranz
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Correspondence to Marian Amengual-Pizarro .

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  1. Departament de Filologia Espanyola, Moderna i Clàssica Campus, Universitat de les Illes Balears, Palma de Mallorca, Spain

    Maria Juan-Garau

  2. Departament de Filologia Espanyola, Moderna i Clàssica, Universitat de les Illes Balears, Palma de Mallorca, Spain

    Joana Salazar-Noguera

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Amengual-Pizarro, M., Prieto-Arranz, J.I. (2015). Exploring Affective Factors in L3 Learning: CLIL vs. Non-CLIL. In: Juan-Garau, M., Salazar-Noguera, J. (eds) Content-based Language Learning in Multilingual Educational Environments. Educational Linguistics, vol 23. Springer, Cham. https://doi.org/10.1007/978-3-319-11496-5_12

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