Content and Language Integrated Learning (CLIL) has been criticized for being elitist and increasing social differences. This study challenges the notion of elitism by investigating why lower secondary school students attending schools characterized by variations in socio-economic status (SES) choose to apply for a CLIL program. A content analysis…

This research was a quasi-experiment that examined the effects of CLIL in an educational context in Taiwan's higher education. Two groups of first-year undergraduate students were involved. One (65 students) was taught with CLIL; the other (59), the conventional approach. Their knowledge of the content and learning attitudes (self-efficacy and…

This study investigates the impact of augmented reality (AR) on vocabulary and content learning, as well as attitudes, in a content and language integrated learning (CLIL) setting. The research, based on convenience sampling, involved 162 secondary education students from three schools, divided into an experimental group (EG) and a control group…

CLIL (Content and Language Integrated Learning) research has thrived recently. Yet, while more and more is learnt about the impact of CLIL on motivation, proficiency, and content learning, few investigations examine how CLIL influences students of different socio-economic status (SES) and why. The recent large-scale English Impact study conducted…

Motivation to learn languages strongly correlates with language achievement, and the school context has a great influence on the motivation of young learners (YLs). A key rationale for the implementation of content and language integrated learning (CLIL) programs, therefore, was pupil motivation. Very few studies have measured motivation in this…

This paper is a quantitative study about learners' engagement and self-efficacy within a Virtual Reality (VR) learning environment while studying vocabulary in English in a classroom implementing a Content and Language Integrated Learning (CLIL) approach. VR was used as a tool for students to learn and better understand specific concepts studied…

In recent years, the need for English as a foreign language (EFL) education in schools has become a priority worldwide. The aim of our paper is to investigate which countries currently focus on researching motivation to learn EFL and what potential reasons are behind the focus. We performed a topic search of the keywords "EFL" and…

Besides being promoted as a way to improve target language proficiency, Content and Language Integrated Learning (CLIL) is also believed to positively impact socio-affective variables such as language attitudes and motivation. Yet, few extensive empirical studies exist on these aspects in CLIL. The present contribution aims to address this gap in…

This article aims to contribute to the explanation of why bilingual education (CLIL) may reduce the differences in motivation and English proficiency commonly seen between students from different SES backgrounds (Shepherd and Ainsworth 2017). From a mixed-methods approach involving a questionnaire and focus group interviews, fourth year Secondary…

Due to the necessity of English knowledge for international education, business, and travel, students, parents, and educators have made English language learning a priority from an early age. However, traditional English as a foreign language (EFL) classrooms are no longer the only option. Types of classes which integrate language learning and…

The objective of this study was to identify the impact of implementing English as a medium of instruction (EMI) drawing upon Content and Language Integrated Learning (CLIL) methodology in science for pre-service teachers. Lecturers specialized in modern languages and science education collaborated to design and implement the CLIL-izing EMI…

Over the past few years, research has shown that stakeholders involved in CLIL develop positive views and attitudes alongside with higher motivation towards the foreign language (Czura, A., K. Papaja, and M. Urbaniak. 2009. Bilingual education and the emergence of CLIL in Poland. In "CLIL Practice: Perspectives from the Field," ed. D.…

The study describes an innovative methodology for teaching natural and mathematical sciences in the context of distance learning using modern technological solutions and based on the concepts of active social learning that involves constructivist, problem-oriented, project and research approaches. The proposed methodology was tested on 80 students…

Studies on multi-stage writing tasks with adults and children have shown that model texts and task repetition aid language acquisition, especially when learners work in collaboration. However, these studies have not included measures of task motivation, which is vital in young learners (YLs) and could help develop a more comprehensive…

The few studies conducted to date on the affective dimension of CLIL (Content and Language Integrated Learning) have predominantly focused on the relationship between motivation and language attainment, which points to a need for further investigation. To this end, this cross-sectional study aims at researching the degree of correlation between…