A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction

Authors

  • Almudena Fernández Fontecha Universidad de La Rioja
  • Andrés Canga Alonso Universidad de La Rioja
DOI: https://doi.org/10.6018/ijes/14/1/156681
Keywords: Sex/gender, motivation, CLIL, type of instruction, Primary education

Supporting Agencies

  • Research project “Factores individuales y contextuales en la adquisición y desarrollo de la competencia léxica en inglés como lengua extranjera” funded by the Spanish Ministerio de Ciencia e innovación (Grant Ref. Nº
  • FFI2010-19334/FILO).

Abstract

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.

doi: http://dx.doi.org/10.6018/ijes/14/1/156681

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Published
10-03-2014
How to Cite
Fernández Fontecha, A., & Canga Alonso, A. (2014). A preliminary study on motivation and gender in CLIL and non-CLIL types of instruction. International Journal of English Studies, 14(1), 21–36. https://doi.org/10.6018/ijes/14/1/156681
Issue
Vol. 14 No. 1 (2014): Open Issue
Section
Articles

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