Analysing a whole CLIL school: Students’ attitudes, motivation, and receptive vocabulary outcomes.

Arribas, Mario

doi:10.5294/laclil.2016.9.2.2

Cited by 25 publications

(16 citation statements)

References 6 publications

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“…Much of the research on receptive outcomes of CBI has focused on receptive vocabulary. Six studies reported mixed findings on CBI's effectiveness for developing receptive vocabulary with three finding significant differences in favor of CBI (Canga-Alonso, 2015a, 2015bXanthou, 2011) and three finding no significant differences between CBI and non-CBI groups (Agustín-Llach, 2017; Arribas, 2016;Gierlinger & Wagner, 2016). The three studies showing positive effects of CBI on receptive vocabulary all took place with primary school students, whereas those showing no difference studied both secondary (N=2) and primary (N=1) schools.…”

Section: Receptive Language Skillsmentioning

confidence: 99%

Language and Content Outcomes of CLIL and EMI: A Systematic Review

Graham

Choi

Davoodi

et al. 2018

laclil

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Around the world, language teachers are shifting to content-based instruction (CBI) as a way to teach English, most commonly in the form of Content and Language Integrated Learning (CLIL) or English-Medium Instruction (EMI). With the spread of CBI around the world, it is important to understand how this shift in teaching has affected student outcomes. Using a systematic literature review approach, this study examines current literature on the effect of CBI on language and content outcomes. Twenty-five articles met the inclusion criteria for this study and were examined. The results show mixed findings on the effectiveness of CBI on student outcomes, with the majority of studies showing either positive or neutral effects for CBI when compared with non-CBI classrooms. However, the study also reveals multiple methodological issues that cause difficulties for any strong conclusions about CBI to be made. In addition, while CLIL in Spain has received a lot of research attention, other countries remain understudied. Therefore, this study concludes with a call for future research of CBI outcomes that examine a variety of countries and account for the methodological flaws identified.

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Section: Receptive Language Skillsmentioning

confidence: 99%

Language and Content Outcomes of CLIL and EMI: A Systematic Review

Graham

Choi

Davoodi

et al. 2018

laclil

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“…More recently, Arribas (2016) has examined a whole CLIL school analysing students' attitudes, motivation and receptive vocabulary outcomes. The results showed that CLIL learners scored higher in receptive vocabulary tests due to their greater motivation.…”

Section: Research On Motivationmentioning

confidence: 99%

Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment

Pablo¹

2018

Porta Linguarum Revista Interuniversitaria De Didáctica De Las Lenguas Extranjeras

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This paper addresses the purported belief that Content and Language Integrated Learning positively influences students' affective stance. It compares the motivation of CLIL and non-CLIL learners in seven state schools and one charter school in the province of Seville, both at Primary (n=194) and Compulsory Secondary Education (n=158) level. Affective aspects pertaining to motivation and anxiety are grouped around four clusters of factors: (i) desire to work and self-esteem (containing 10 items); (ii) anxiety in the face of exams (with a negative-inhibitory content and made up of 9 elements); (iii) lack of interest in studying (comprising 9 items); and (iv) realistic personal self-demand (consisting of 7 elements). The interaction of motivation and language attainment (considering use of English, vocabulary, listening, speaking, and reading) is also measured in order to confirm or refute prior findings which tend to assign higher levels of motivation to CLIL strands.

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“…The results reported that the CLIL students outperformed the control group in the tests, and their attitudes towards learning vocabulary being exposed to CLIL were positive. Similar to this study, Arribas (2016) attempted to discover the outcomes of the students' receptive vocabulary aside from their motivation towards learning English. The results showed that the CLIL group scored higher in receptive vocabulary tests due to their higher motivation.…”

Section: Introductionmentioning

confidence: 99%