4 MOTIVATIONAL EFFECTS OF TWO CLIL MODULES ON UPPER SECONDARY STUDENTS

A quasi-experimental longitudinal study with 50 secondary school students was conducted in a CLIL teaching context in Germany. The focus of the study was how motivation for English and biology of girls and boys changes throughout participation in two CLIL modules, using a student questionnaire. Alth...

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Bibliographic Details
Published in:The European Journal of Applied Linguistics and TEFL 2020, Vol.9 (1), p.65
Main Authors: Ohlberger, Stephanie, Wegner, Claas
Format: Report
Language:English
Subjects:
High schools
Students
Surveys
Online Access:Get full text
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Summary:A quasi-experimental longitudinal study with 50 secondary school students was conducted in a CLIL teaching context in Germany. The focus of the study was how motivation for English and biology of girls and boys changes throughout participation in two CLIL modules, using a student questionnaire. Although the results did not show motivational increase for either of the subjects, self-efficacy remained constant, and anxiety for English could temporarily be lowered. Gender-specific differences remained insignificant for all constructs, which refutes the common differentiation of girls' and boys' affinities for certain subjects. Based on the study results, CLIL modules are suited for girls and boys alike. KEYWORDS Motivation, CLIL modules, biology, Germany
ISSN:2192-1032