Motivation and content language integrated learning: action research
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Rodríguez Vega, Karen Ibeth
This paper reports on an action research study that looked at how the use of Content and Language Integrated Learning (CLIL) affects the intrinsic, extrinsic, instrumental, and integrative motivation of primary school children. A mixed-method approach was used with the participation of 22 fifth-grade students at a private school in Santa Marta. The following instruments for data collection, coherent with the research questions, were used to elicit information: a pre-and post-survey and pre-and post-focus groups. Based on the development of seven units with the CLIL approach, the quantitative data was gathered and analyzed using descriptive statistics by implementing the Statistical Package for Social Sciences software (SPSS), version 23.0.s while qualitative data was carried out through content analysis to code the information and organize it into categories related to the different types of motivation. Findings revealed that the CLIL methodology intervenes on intrinsic, integrative, and instrumental motivation while extrinsic motivation is affected to a lesser extent. Also, after implementing CLIL, the students began to consider that science taught in English could be interesting, fun, and enjoyable. Therefore, from this study, it can be concluded that CLIL has a positive effect on students’ motivation. Because of the deep connection between motivation and learning, and as CLIL continues to grow in Colombia, CLIL could become an important element for strengthening teaching and learning in schools.