EL IMPACTO DE LA EXPOSICION EN LA MOTIVACION Y COMPETENCIA EN LENGUA EXTRANJERA (INGLES), MAYORITARIA (CASTELLANO) Y MINORITARIA (EUSKERA) EN ALUMNADO DE EDUCACION PRIMARIA
PID2020-113990GB-I00
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Nombre agencia financiadora Agencia Estatal de Investigación
Acrónimo agencia financiadora AEI
Programa Programa Estatal de Generación de Conocimiento y Fortalecimiento Científico y Tecnológico del Sistema de I+D+i
Subprograma Subprograma Estatal de Generación de Conocimiento
Convocatoria Proyectos I+D
Año convocatoria 2020
Unidad de gestión Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020
Centro beneficiario UNIVERSIDAD PUBLICA DE NAVARRA
Identificador persistente http://dx.doi.org/10.13039/501100011033
Publicaciones
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Intensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes
Academica-e. Repositorio Institucional de la Universidad Pública de Navarra
- Azpilicueta Martínez, Raúl
- Lázaro Ibarrola, Amparo
Preliminary studies suggest a positive effect of Content and Language
Integrated Learning (CLIL) on young learners' (YLs) L2 motivation. However, much more
research with larger samples is is necessary to gain a more detailed understanding of
the interaction between CLIL exposure and L2 motivation. This study specifically
explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so,
five measures of motivation were analysed in 895 L1-Spanish YLs of English (mean age=
10.61) comprising a non-CLIL group (n=289) who had received five EFL weekly lessons;
a low-CLIL group (n =152) who had received five EFL and two CLIL weekly lessons, and a
high-CLIL group (n =454) who had received five EFL and seven CLIL weekly lessons.
Normality, Kruskal-Wallis and Dunn-Bonferroni post-hoc tests were conducted. The
results revealed significantly higher motivation levels for the high-CLIL learners over the
low-CLIL group in all five measures, and higher motivational levels of the high-CLIL group
over the non-CLIL group in four of the measures. The study provides evidence of the
motivational benefits of high-CLIL exposure and underscores the need for further
research on the motivational implications of low-CLIL programmes., This work was supported by Spanish Ministry for Science and Innovation (grant no. PID2020-113990GB-100) and Public University of Navarra (grant nos. PJUPNA05-2022; PJUPNA2023-11401).
Integrated Learning (CLIL) on young learners' (YLs) L2 motivation. However, much more
research with larger samples is is necessary to gain a more detailed understanding of
the interaction between CLIL exposure and L2 motivation. This study specifically
explores the effect of different levels of CLIL exposure on YLs’ L2 motivation. To do so,
five measures of motivation were analysed in 895 L1-Spanish YLs of English (mean age=
10.61) comprising a non-CLIL group (n=289) who had received five EFL weekly lessons;
a low-CLIL group (n =152) who had received five EFL and two CLIL weekly lessons, and a
high-CLIL group (n =454) who had received five EFL and seven CLIL weekly lessons.
Normality, Kruskal-Wallis and Dunn-Bonferroni post-hoc tests were conducted. The
results revealed significantly higher motivation levels for the high-CLIL learners over the
low-CLIL group in all five measures, and higher motivational levels of the high-CLIL group
over the non-CLIL group in four of the measures. The study provides evidence of the
motivational benefits of high-CLIL exposure and underscores the need for further
research on the motivational implications of low-CLIL programmes., This work was supported by Spanish Ministry for Science and Innovation (grant no. PID2020-113990GB-100) and Public University of Navarra (grant nos. PJUPNA05-2022; PJUPNA2023-11401).