Revista Sinapsis. ISSN 1390 – 9770
Vol. 1, Nro 23, diciembre de 2023
https://www.itsup.edu.ec/sinapsis
The impact of Content and Language Integrated Learning on students’
motivation on second language learning: A study on academic
motivation to second language learning
El impacto del aprendizaje integrado de contenidos y lenguas en la motivación de los
estudiantes en el aprendizaje de una segunda lengua: un estudio sobre la motivación
académica para el aprendizaje de una segunda lengua
Oscar Darnel Fontalvo Rodríguez
(
1
)
Dr. María Piedad Rivadeneira Barreiro
(
2
)
(1)
Universidad Técnica de Manabí, Facultad de Filosofía, Letras y Ciencias de la Educación,
Portoviejo – Ecuador, Email: ofontalvo1745@utm.edu.ec
(2)
Universidad Técnica de Manabí, Facultad de Filosofía, Letras y Ciencias de la Educación,
Portoviejo – Ecuador, Email: maria.rivadeneira@utm.edu.ec
Contact: ofontalvo1745@utm.edu.ec
Recibido: 15-07-2023 Aprobado:08-10-2023
Abstract
Motivation of students and teachers is a key factor in ensuring students' success in learning a
second language. Different research works show that academic motivation can significantly
impact on students' knowledge, skill development, attitudes, and performance in learning a second
language. The aim of the current article is to determine the impact Content and Language
Integrated Learning can have on students’ second language learning motivation. A study of
students’ academic motivation when comparing traditional English as a foreign language
instruction and Content and Language Integrated instruction in the Latin American context is
shown. A sample of two hundred and thirty high school students (eleven - thirteen years old),
three English teachers, as well as three Science teachers enrolled in traditional English as a foreign
language and Content and Language Integrated Learning programs respectively participated in
the study. Different research methods were used such as survey and interview in addition to
mathematical-statistical procedures to gather, organize and presentation of dataset by means of
tables. The data were gathered and process by means of a quantitative questionnaire and the
Academic Motivation Scale. The statistical analyses revealed that students enrolled in Content
and Language Integrated Learning were more motivated in learning English as a second language
than students enrolled in traditional English as a foreign language learning.
Keywords: Content and Language Integrated Learning, second language learning, motivation.
Revista Sinapsis. ISSN 1390 – 9770
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Resumen
La motivación de profesores y estudiantes es un elemento esencial para elevar los resultados
docentes en el aprendizaje de una lengua extranjera. Diferentes investigaciones muestran que la
motivación académica impacta significativamente en los conocimientos, el desarrollo de
habilidades, las actitudes y los resultados docentes en el aprendizaje de una lengua extranjera. El
objetivo del presente artículo es determinar el impacto que el aprendizaje integrado de contenidos
e idioma puede tener en la motivación de los estudiantes para aprender una segunda lengua. Se
exponen los resultados de un estudio de la motivación académica de los estudiantes, comparando
la enseñanza tradicional del inglés como lengua extranjera y el aprendizaje integrado de
contenidos e idioma en el contexto educativo latinoamericano. Una muestra de doscientos treinta
estudiantes de secundaria básica (entre once y trece años), tres profesores de inglés y tres
profesores de ciencias, con experiencia en la enseñanza tradicional del inglés como lengua
extranjera y el aprendizaje integrado de contenidos e idiomas respectivamente, participaron en el
estudio. Se utilizaron diferentes métodos de investigación, tales como la encuesta y la entrevista,
así como los procedimientos matemáticos-estadísticos para la recopilación, organización y
presentación de datos mediante tablas. Los datos se recolectaron y procesaron con la ayuda de un
cuestionario cuantitativo y la Escala de Motivación Académica. El análisis estadístico reveló que
los estudiantes involucrados en el aprendizaje integrado de contenidos e idioma experimentaron
mayor motivación que los estudiantes involucrados en el aprendizaje tradicional del inglés como
lengua extranjera.
Keywords: Aprendizaje Integrado de Contenidos e Idioma, aprendizaje de segundo idioma,
motivación.
Introduction
Many students require or want their teachers to motivate, challenge, and engage them even while
some appear to learn with a natural enthusiasm. Effective classroom learning environment is
necessary for the teacher to maintain the pupils' initial interest in the subject (Davis, 1999).
Therefore, if teachers want to see results in their classroom, they should understand the
importance of motivation within the classroom. In this regard, students’ motivation is essentially
important when learning a second language (L2).
Motivation is defined as acting to do something. Consequently, with this definition, persons who
want to participate vigorously or actively are described as motivated while persons who do not
have a motive or inspiration to take an action are described as a motivated, (Deci & Ryan, 1991).
Academic motivation is a more specific concept and is defined as “a process in which direct target
activity is started and maintained.” (Bozanoğlu, 2004, p. 3)
Individuals have different reasons and aims to act, that is why Ryan and Deci (2000) define three
types of motivation: intrinsic motivation, extrinsic motivation and amotivation. Consistent with
this classification, intrinsically motivated behaviors are driven by the satisfaction of individuals’
pleasure doing something because of the fact that they intrinsically like and enjoy it, whereas
extrinsically motivated behaviors represent individuals doing something for the outcomes and are
considered a means to an end. On the other hand, amotivation is generally observed when
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individuals feel that they are not self-sufficient to reach the desired goals and their actions are the
result of forces that are beyond their control.
Numerous research works on the fields of Phycology, Sociology and Pedagogy state that the level
of motivation influence on cognition development. Every cognitive process is determined by an
individual need that is why a positive affective state favor memorization and other cognitive
processes. To be exact “there exists a dynamic meaningful system that constitutes a unity of
affective and intellectual processes.” (Vygotsky, 2004, p. 41)
In educational researches, the term academic motivation is used to refer students' motivation
towards academic activities and it is recognized as a key factor for academic success. Academic
motivation is a more specific concept, which is related to cognitive, behavioral, and affective
training factors (Vallerand et al. 1992). In this sense, academic motivation is assumed as
“students’ energy and drive to learn, work hard, and achieve at school.” (Martin, 2001, p. 3)
Many instruments have been designed to measure student motivation. For example, Deci and
Ryan (1991) and Vallerand, et al. (1992), designed an Academic Motivation Scale (AMS) based
on the self-determination theory principles and the motivation types which are consistently used
in many educational researches.
Motivation is determined by individual differences, situational differences, social and cultural
factors and cognition. In this regard, language learning researches reveled that students’
motivation play an important role in a L2 learning. As a result, the concept of L2 learning
motivation has been studied from different dimensions and perspective. (Doiz, Lasagabaster, &
Sierra, 2014)
A great volume of papers has been published regarding motivation in learning English as a
Foreign Language (EFL), which have shown a clear correlation between motivation and language
learning (Heras & Lasagabaster, 2015). However, English as a foreign language (EFL) has
achieved unsatisfactory results in many formal education settings worldwide.
It is said that language skills are better developed and emerge naturally in a given context
throughout interdisciplinary relationships. Nevertheless, curriculum subjects are taught separately
and most of teachers face many challenges integrating contents and disregard integration to favor
motivation and learning of students. (Miranda, Carballosa, & Arcia, 2017)
To overcome the above-mentioned challenge, it is necessary to generate adequate learning
contexts to develop intrinsic motivation which foster learning autonomy and cooperative learning.
Open and real situations need to be considered as well as the unit of affective and cognitive in the
teaching and learning process. In this regards, Content and Language Integrated Learning (CLIL)
has been stablished as an alternative to EFL learning where researchers state that “One of the
most powerful findings of CLIL groups centers on increased motivation in both learners and
teachers.” (Coyle, 2006, p. 11)
The term CLIL was introduced at the beginning of nighty decade of XX century in Europe. It was
introduced with both, political (European labor mobility) and educational (bilingual education)
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purposes (Attard, Walter, Theodorou, & Chrysanthou, 2015). Currently, CLIL is stablished not
only as form of bilingual education but as an innovative pedagogical approach which is applied
to learn different subject content as well.
CLIL has been defined as:
A dual-focused educational approach in which an additional language is used for learning
and teaching of both content and language. There is a focus not only on content and not
only on language. Each is interwoven – even if the emphasis is greater on one than the
other at a given time. (Coyle, Hood, & Marsh, 2010, p. 1)
CLIL is globally spread in different regions and countries. Research works demonstrate that when
a language is taught integrated with an academic content of different subjects such as Science,
Physics, Mathematics, Chemistry or Biology learning is more effective than when the language
is taught without subject content integration. In CLIL settings, students simultaneously learn the
subject content and develop specialized vocabulary and effective communication skills by
communicating more frequently in English during academic activities. (Vázquez Vargas &
Gamboa Graus, 2021)
In addition to the above referred ideas, Miranda, Carballosa, and Arcia (2017), define different
principles of CLIL such as: language knowledge is a mean to learn subject content; language is
integrated with curriculum contents; learning effectiveness as a result of increasing motivation;
contextualized language learning based on opened real life situations; flexible language learning;
fluency is more important than accuracy and mistakes are part of natural language learning
process. (p. 39)
Along with the above mention ideas, the main purpose of this paper is to study how CLIL improve
L2 students’ motivation, comparing traditional High School EFL program with High School
CLIL program.
Materials and methods
Participants
The studied sample involved 230 high school students of grade eight (aged 11–13). The students
of the sample were randomly selected from two high schools in an urban city. The students were
grouped in six classes. Three classes were enrolled in traditional EFL learning program while
three classes were enrolled in CLIL program. To implement CLIL activities, a school whose
curriculum included science courses were identified in which CLIL activities were developed as
part of the science curriculum. All participants of this study took EFL courses in their high
schools.
Instruments
Academic motivation of the students was measured using the Academic Motivation Scale (AMS-
HS 28) which consist of 28 Items and seven dimensions: amotivation, three types of extrinsic
motivation (external, introjected and identified regulation) and three types of intrinsic motivation
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(knowing, accomplishing and experiencing stimulation) (Vallerand et al., 1993). Table 1 displays
acronyms used to identify different types of motivation or dimensions.
Table 1: Acronyms used in the study. Source: Authors
The data were gathered by means of the 28 items questionnaire. Each dimension or type of
academic motivation is assessed with the aid of a seven-point Likert scale from 1 to 7. A minor
change was made to the original questionnaire in accordance with the purpose of the study to
assess students’ academic motivation towards L2 learning (Table 2).
Table 2: Academic motivation towards L2 learning Questionnaire. Source: (Vallerand, et al.,
1993)
Background: Dear student, using the scale below, indicate to what extent each of the following
items presently corresponds to one of the reasons why you learn English as a Second Language
(L2). You are encouraged to be frank and honest in your responses.
Scale: Does not correspond at all (1), Corresponds a little (2), Corresponds a little (3),
Corresponds moderately (4), Corresponds a lot (5), Corresponds a lot (6) and corresponds
exactly (7).
Why do you learn English as a second language (L2)?
1. Because I need at least a L2 in order to find a high-paying job
later on.
1
2
3
4
5
6
7
2. Because I experience pleasure and satisfaction while learning
L2.
1
2
3
4
5
6
7
3. Because I think that learning L2 will help me better prepare for
the career I have chosen.
1
2
3
4
5
6
7
4. Because I really like to learn L2.
1
2
3
4
5
6
7
5. Honestly, I don't know; I really feel that I am wasting my time
learning L2.
1
2
3
4
5
6
7
Symbol
Description of acronyms
IMK
Intrinsic motivation - to know
IMA
Intrinsic motivation - toward accomplishment
IMES
Intrinsic motivation - to experience stimulation
EMID
Extrinsic motivation – identified
EMIN
Extrinsic motivation – introjected
EMER
Extrinsic motivation - external regulation
AM
Amotivation
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6. For the pleasure I experience while surpassing myself in my
L2 studies.
1
2
3
4
5
6
7
7. To prove to myself that I am capable of learning L2.
1
2
3
4
5
6
7
8. In order to obtain a more prestigious job later on.
1
2
3
4
5
6
7
9. For the pleasure I experience when I discover new things never
seen before.
1
2
3
4
5
6
7
10. Because eventually it will enable me to enter the job market in
a field that I like.
1
2
3
4
5
6
7
11. Because for me, learning L2 is fun.
1
2
3
4
5
6
7
12. I once had good reasons for learning L2; however, now I
wonder whether I should continue.
1
2
3
4
5
6
7
13. For the pleasure that I experience while I am surpassing myself
in one of my personal accomplishments learning L2.
1
2
3
4
5
6
7
14. Because of the fact that when I succeed in learning L2, I feel
important.
1
2
3
4
5
6
7
15. Because I want to have "the good life" later on.
1
2
3
4
5
6
7
16. For the pleasure that I experience in broadening my knowledge
about subjects which appeal to me.
1
2
3
4
5
6
7
17. Because this will help me make a better choice regarding my
career orientation.
1
2
3
4
5
6
7
18. For the pleasure that I experience when I am taken by
discussions with interesting teachers.
1
2
3
4
5
6
7
19. I can't see why I learn L2 and frankly, I couldn't care less.
1
2
3
4
5
6
7
20. For the satisfaction I feel when I am in the process of
accomplishing difficult academic activities in L2.
1
2
3
4
5
6
7
21. To show myself that I am an intelligent person.
1
2
3
4
5
6
7
22. In order to have a better salary later on.
1
2
3
4
5
6
7
23. Because my L2 studies allow me to continue to learn about
many things that interest me.
1
2
3
4
5
6
7
24. Because I believe that learning L2 will improve my
competence as a worker.
1
2
3
4
5
6
7
25. For the "high" feeling that I experience while reading in L2
about various interesting subjects.
1
2
3
4
5
6
7
26. I don't know; I can't understand what I am doing learning L2.
1
2
3
4
5
6
7
27. Because learning L2 allows me to experience a personal
satisfaction in my quest for excellence in my studies.
1
2
3
4
5
6
7
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28. Because I want to show myself that I can succeed in my L2
studies.
1
2
3
4
5
6
7
Procedure
The general procedure applied consisted of different phases. The first phase included the planning
or preparation, in the phase step the information was gathered, organized, and processed, in third
phase the information was analyzed, synthetized and interpreted and in the fourth or last phase
the conclusions of the study were drawn. (Gamboa, 2021; Vázquez, 2023)
Three science teachers were asked to participate and allow their students to get involved in the
research. As a pre-requisite for science teacher to participate in the study was stablished that those
science teachers should have good English Language Communicative Competence as well as a
good Cognitive Academic Language Proficiency (Cummins, 1983) in order to implement CLIL
activities during science lessons. The selected students should be enrolled in English as L2
learning program. Students filled out the questionnaire in class.
The literature review shows that CLIL increased motivation in both learners and teachers. Then,
an alternative hypothesis was formulated as:
, where
is the null hypothesis. The
data were gathered by means of a quantitative questionnaire and the Academic Motivation Scale.
The questionnaire was completed after a six-week period of completion of EFL and CLIL
programs. Microsoft Office Excell was used to process dataset.
In view of only seven dimensions or academic motivation types were compared (less than 30), T-
test was for statistical analysis used to compare the means of the two groups of students. In the
completion of the referred statistical analysis different steps were executed. The first step was to
organized the information appropriately, in the second step the alternative hypothesis was
formulated, in the third step the statistical of t-test was calculated by the equation
, where
is said to be the mean of differences,
is the standard deviation of difference and is the pair number. In the last or four
step the value of p was determine by means of an online calculator.
Results
Cronbach alpha was used to estimate the internal consistency of the AMS. Scales coefficient
alphas, means and SD for each dimension are displayed in Table 3. Cronbach’s coefficient ranged
from 0.60 to 0.96 in all dimensions which are consistent with (Vallerand et al., 1992). This finding
reveled that the results derived from this dataset had high reliability.
As mention above, 230 high school students were taken as a sample. All the students took English
as a L2, but 115 students were enrolled in traditional EFL learning program while 115 were
enrolled in CLIL program in order to explore if there is any difference in the seven dimensions of
academic motivation comparing the mean and standard deviation.
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Table 3: Means, standard deviations, Cronbach alpha. Source: Authors
The analyses of results revealed significant differences between traditional EFL students and
CLIL students in terms of academic motivation. Taking IMA as reference, the students enrolled
in CLIL setting showed higher values of Mean and SD (Mean =3,85 and SD = 1.20) than the
students enrolled in EFL setting (Mean= 1,72 and SD =0,83). In contrast, the students enrolled in
EFL setting experience higher values of Mean and SD (Mean =4,58 and SD = 1.80) than the
students enrolled in CLIL setting (Mean =2,06 and SD = 0.62).
Discussion
This study analyzed whether CLIL activities improve student's academic motivation towards L2
compared with traditional EFL learning in the Latin American context. As part of the research
process a t-test was used as statistical hypothesis test to compare academic motivation average of
two groups of students enrolled in EFL and CLIL programs. It was found that ,
therefore, the null hypothesis is rejected. In other words, it was proved that there is a significant
difference between the students enrolled in CLIL setting and the students enrolled in traditional
EFL setting in terms of academic motivation.
The analysis of the results showed that the students in the CLIL program were more motivated
than the traditional EFL program after six-week period, revealing the importance of the CLIL
teaching approach to improve students’ motivation towards L2 learning. In particular, students’
academic motivation means of six dimensions (IMK, IMA, IMES, EMIN, EMID and EMER) are
higher in CLIL program (For example, IMK mean was 3,92) than AM means in traditional EFL
program (For example, IMK mean was 1,65). Oppositely, AM was lower in in CLIL program
(For example, AM mean was 2,06) than AM means in traditional EFL program (For example,
AM mean was 4,58).
Despite of the fact that most research works showed CLIL approach improve students’ academic
motivation (Coyle, 2006), it is difficult to state whether or not CLIL exerts a positive impact on
students’ academic motivations towards L2 learning worldwide because learning is a social
phenomenon and individuals cannot be separated from their social context (Wigfield, Eccles, &
Dimensions
EFL
Cronbach α
CLIL
Cronbach α
Difference
Mean
SD
Mean
SD
IMK
1,65
0,47
0,89
3,92
1,20
0,82
-2,27
IMA
1,72
0,83
0,92
3,85
1,19
0,80
-2,13
IMES
1,27
0,63
0,96
3,83
0,89
0,85
-2,57
EMID
1,49
0,39
0,78
3,84
1,37
0,91
-2,35
EMIN
1,48
0,63
0,89
3,88
1,49
0,84
-2,40
EMER
1,47
0,48
0,60
3,83
1,43
0,73
-2,35
AM
4,58
1,80
0,60
2,06
0,62
0,63
2,52
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Rodriguez, 1998). In other words, education is highly influenced by social, cultural and economic
factors. (Wentzel & Skinner, 2022; Koenka, 2020)
The above declared factors change from one country or region to another and also change from
one school to another within the same country or region. Research works also showed that peers
can have a positive influence on each other's academic motivation (Wigfield, Eccles, &
Rodriguez, 1998; Wentzel & Skinner, 2022). New research works should be done in different
contexts in terms of CLIL and its influence on students’ academic motivation towards L2 learning
as well as the role of students and teachers in CLIL programs to improve students’ academic
motivations with regard to L2 learning.
The results shown in this paper were observed within a six-week period, at this stage of the study
we could not assure that students’ academic motivation differences would be steadily sustained
in time. In addition, this study analyzed academic motivation from students’ perspective. Other
variables such as time, age, gender should be considered in future studies as well as the role of
other agents as families, administrators and community members, in both, CLIL implementation
and students’ academic motivations towards an L2 learning.
Conclusions
The current study was planned with the objective of exploring how CLIL program improve L2
students’ motivation, comparing traditional School EFL program with High School CLIL
program. AMS proposed by Vallerand et al. (1993), which was implemented for assessing
motivation with a high and steady internal consistency of the questionnaire items and
measurements.
Once the research process and statistical analysis was carried out, appropriate evidence was found
to support the alternative hypothesis (
). It was concluded that the students involved in
the CLIL program were more motivated towards English as L2 language learning than the
students involved in the traditional EFL program after six-week period.
Other aspects which may impact on students’ academic motivation towards English as L2
language learning in Latin American educational settings such as time, age, gender and social,
economic and cultural variables were not included in this study. Future research and projects
should aim to explore the effects of the above mention factors on academic motivation of students
of different educational levels and settings in the Latin-American educational context.
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