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

Guembe Azqueta, Maitane

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

dc.contributor.advisorTFE	Lázaro Ibarrola, Amparo	es_ES
dc.contributor.affiliation	Facultad de Ciencias Humanas, Sociales y de la Educación	es_ES
dc.contributor.affiliation	Giza, Gizarte eta Hezkuntza Zientzien Fakultatea	eu
dc.contributor.author	Guembe Azqueta, Maitane
dc.coverage.spatial	east=-1.6457745; north=42.812526; name=Pamplona, Navarra, España
dc.date.accessioned	2021-07-21T11:16:55Z
dc.date.available	2023-08-01T23:00:15Z
dc.date.issued	2021
dc.date.updated	2021-07-14T09:33:31Z
dc.description.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	es_ES
dc.description.degree	Máster Universitario en Profesorado de Educación Secundaria por la Universidad Pública de Navarra	es_ES
dc.description.degree	Bigarren Hezkuntzako Irakasletzako Unibertsitate Masterra Nafarroako Unibertsitate Publikoan	eu
dc.embargo.lift	2023-08-01
dc.embargo.terms	2023-08-01	es_ES
dc.format.mimetype	application/pdf	en
dc.identifier.uri	https://academica-e.unavarra.es/handle/2454/40238
dc.language.iso	eng	en
dc.rights.accessRights	Acceso abierto / Sarbide irekia	es
dc.rights.accessRights	info:eu-repo/semantics/openAccess	en
dc.subject	L2 motivation	es_ES
dc.subject	Language proficiency	es_ES
dc.subject	EFL	es_ES
dc.subject	CLIL	es_ES
dc.subject	Secondary education	es_ES
dc.title	Student's motivation and English Proficiency in CLIL and EFL contexts	en
dc.type	Trabajo Fin de Máster/Master Amaierako Lana	es
dc.type	info:eu-repo/semantics/masterThesis	en
dspace.entity.type	Publication