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Volume 9, Issue 1
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Abstract

Abstract

This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs. non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest greater and be more critical with their image as foreign language learners. Additionally, gender turned out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female counterparts in and . This gender effect was not observed in CLIL classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign language motivation.

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2021-04-08
2025-03-23

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/content/journals/10.1075/jicb.19023.gal
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Foreign language motivation in primary education students
Journal of Immersion and Content-Based Language Education 9, 58 (2021); https://doi.org/10.1075/jicb.19023.gal
/content/journals/10.1075/jicb.19023.gal
/content/journals/10.1075/jicb.19023.gal
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  • Article Type: Research Article
Keyword(s): content and language integrated learning (CLIL); English as a foreign language (EFL); gender; motivation; Primary Education

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