Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation

Senanur Çinar,Enisa Mede

doi:10.5294/laclil.2018.11.2.3

Abstract

Implementacion del aprendizaje integrado de contenidos y lenguas extranjeras y sus efectos sobre la motivacion de los estudiantes Implementacao de uma aprendizagem integrada de conteudos e linguas estrangeiras e seus efeitos na motivacao dos alunos The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students’ motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms. To reference this article (APA) / Para citar este articulo (APA) / Para citar este artigo (APA) Mede, E . & Cinar, S. (2018). Implementation of Content and Language Integrated Learning and its effects on student motivation. LACLIL, 11 (2), 215-235. DOI: 10.5294/laclil.2018.11.2.3 Received: 19/06/2018 Approved: 06/11/2018

Highlights

In the last decade, European education systems have been attaching greater importance to second language (L2) education, as it is important to provide people with good quality education in a globalized worldEnisa MEDE, Senanur ÇINAR in which linguistic effects are gaining more and more importance (Lasagabaster, 2008)
The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey
In addition to the motivation questionnaire, the perceptions of the participants regarding the CLIL approach were investigated through weekly reflective journals by means of a qualitative method

Summary

Introduction

European education systems have been attaching greater importance to second language (L2) education, as it is important to provide people with good quality education in a globalized worldEnisa MEDE, Senanur ÇINAR in which linguistic effects are gaining more and more importance (Lasagabaster, 2008). Teachers’ needs in terms of learning a second language. Content and Language Integrated Learning (CLIL) is one of these approaches that succeeds to meet these needs, as it aims to create a language learning environment within various contexts. It focuses on two main aspects of language; firstly, language as a tool for learning and teaching both content and language; secondly, its adaptability and dimension of situational and contextual variables (Coyle, 2008). The first implementation of CLIL in a Turkish context was in Anatolian High Schools. CLIL in higher education continued at highly prestigious Turkish universities

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