Abstract
Motivation and attitude are two affective factors that can determine the success of students’ learning. The objective of this study is to investigate how attitude and motivation affect students in bilingual teaching programs. This study comprised a total of 159 Spanish students and was conducted in the third and fourth year of primary education in which the level of the L2 corresponds to A2.1 of the CEFR (Common European Framework of Reference). The study involved two schools in the province of Cordoba (Andalusia) in which CLIL (Content and Language Integrated Learning) program is implemented. A quantitative methodology has been used whereby students´ attitude and motivation have been analysed through a questionnaire. The results show that although motivation and attitude are positive in science subjects within the bilingual program, it is necessary to pay greater attention to diversity and to the different pace of learning among students.
Highlights
Motivation and attitude are two affective factors that can determine the success of students’ learning
Attitude and motivation have been evaluated in relation to the following research questions: 1. Are students feeling motivated with the bilingual program at school? 2
The first dimension addresses studentsmotivation towards the bilingual program, and the obtained results respond to the first research question
Summary
Motivation and attitude are two affective factors that can determine the success of students’ learning. The target language has been integrated into the Spanish education system in such a way that educational programs have become bilingual in nature These programmes require students to become familiar with the foreign language while learning subjects such as science, art and physical education among others. Affective factors such as attitude and motivation can play an important role in the process of acquiring the second language. Victori and Lockhart (1995) asserted that studentsnegative beliefs are related to class anxiety, low cognitive achievement and negative attitudes Following this line, Reid (2003) stated that attitude is related to the achievement of the student due to the fact that learning a foreign language implies the intellectual capacity of the learner and the attitude towards language learning. A person who holds strong beliefs that negatively valued outcomes will result from the behaviour will have a negative attitude (p.71)
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