Student's motivation and English Proficiency in CLIL and EFL contexts

Abstract

Motivation is a multi-faceted concept which is widely recognized to be a determinant factor in foreign language (FL) learning (e.g., Lasagabaster, 2011; Doiz et. al, 2014). As well as many other factors, motivation seems to have a huge impact on learners’ linguistic proficiency. The rapid implementation of CLIL programs was aimed to increase motivation and improve linguistic competence. Most studies conducted in this context affirm that CLIL students are more motivated than non-CLIL ones towards the learning of a FL. Some studies investigating such effects have been conducted (e.g., Vandergrift, 2005; Lasagabaster, 2011; PladevallBallester, 2018) but there is still a need to deeply analyze the effect of motivation in contexts where different CLIL programs are implemented. Following the L2 Motivational Self System theory (Dörnyei, 2005), the present work examines the motivation towards the FL in 42 fourthyear secondary education students in a state-funded secondary school in Spain. The students were divided into three groups that differed in the amount and type of exposure to English they received in school weekly: (i) the non-CLIL group (3 hours); (ii) the CLIL1 group (8 hours); and (iii) the CLIL2 group (17 hours). A questionnaire consisting of 15 items based on the one used by Pladevall-Ballester (2018) and Lázaro-Ibarrola & Azpilicueta-Martínez (2021) was employed. Results revealed that the three groups showed positive motivation towards the FL, yet the CLIL2 group was more motivated in the two factors related to the learning setting as compared to the non-CLIL and CLIL1 groups. Students' grades were also analyzed within each group in order to determine a possible relation between students’ motivation and linguistic achievement. Nevertheless, only a tendency in the CLIL2 group could be found suggesting that students with higher grades were more motivated than students with lower grades. These results should be cautiously reported as no standard test was used to measure linguistic proficiency and students' grades were not comparable among groups. In light of these results some pedagogical implications will be discussed