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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

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dc.contributor.authorAzpilicueta Martínez, Raúl
dc.contributor.authorLázaro Ibarrola, Amparo
dc.contributor.departmentCiencias Humanas y de la Educaciónes_ES
dc.contributor.departmentGiza eta Hezkuntza Zientziakeu
dc.contributor.departmentInstitute for Advanced Social Research - ICOMMUNITASen
dc.contributor.funderUniversidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA05-2022es
dc.contributor.funderUniversidad Pública de Navarra / Nafarroako Unibertsitate Publikoa, PJUPNA2023-11401es
dc.date.accessioned2023-11-28T08:20:13Z
dc.date.issued2023
dc.date.updated2023-11-28T07:59:29Z
dc.description.abstractPreliminary 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.es_ES
dc.description.sponsorshipThis 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).en
dc.embargo.inicio2023-11-28
dc.embargo.lift2024-11-24
dc.embargo.terms2024-11-24
dc.format.mimetypeapplication/pdfen
dc.identifier.citationAzpilicueta-Martínez, R., & Lázaro-Ibarrola, A. (2023). Intensity of CLIL exposure and L2 motivation in primary school: Evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmes. International Review of Applied Linguistics in Language Teaching, 0(0). https://doi.org/10.1515/iral-2022-0239en
dc.identifier.doi10.1515/iral-2022-0239
dc.identifier.issn0019-042X
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/46847
dc.language.isoengen
dc.publisherDe Gruyteren
dc.relation.ispartofInternational Review of Applied Linguistics in Language Teachingen
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ES/en
dc.relation.publisherversionhttps://doi.org/10.1515/iral-2022-0239
dc.rights© 2023 Walter de Gruyter GmbH, Berlin/Bostonen
dc.rights.accessRightsinfo:eu-repo/semantics/embargoedAccess
dc.subjectCLILen
dc.subjectMotivationen
dc.subjectExposureen
dc.subjectYoung learnersen
dc.titleIntensity of CLIL exposure and L2 motivation in primary school: evidence from Spanish EFL learners in non-CLIL, low-CLIL and high-CLIL programmesen
dc.typeinfo:eu-repo/semantics/article
dc.type.versionVersión aceptada / Onetsi den bertsioaes
dc.type.versioninfo:eu-repo/semantics/acceptedVersionen
dspace.entity.typePublication
relation.isAuthorOfPublicationae832e55-8b43-481c-9a33-005ef8b85b24
relation.isAuthorOfPublicationc78b64f1-5cde-418e-9b20-23fb67e17018
relation.isAuthorOfPublication.latestForDiscoveryae832e55-8b43-481c-9a33-005ef8b85b24

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