{"title":"Self-concept and self-visions in CLIL and non-CLIL learners and their effect on motivation","authors":"Lyndsay R. Buckingham, Janina Iwaniec","doi":"10.1111/ijal.12518","DOIUrl":null,"url":null,"abstract":"<p>To date, most studies that explore the differences in motivation between content and language-integrated learning (CLIL) and non-CLIL learners have been mainly quantitative or have not controlled for differences in socio-economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non-CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self-system and the construct of self-concept, this study employed a mixed-methods approach to explore CLIL and non-CLIL learners’ current and future self-visions. Fifteen-year-old learners in the Madrid region (<i>n</i> = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self-concept, academic self-concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non-CLIL learner groups, CLIL participants are found to display a slightly more positive self-concept and more robust ideal L2 self-visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought-to self is found to be a secondary, yet potentially positive force toward higher motivation.</p>","PeriodicalId":46851,"journal":{"name":"International Journal of Applied Linguistics","volume":"34 2","pages":"586-602"},"PeriodicalIF":1.5000,"publicationDate":"2023-11-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of Applied Linguistics","FirstCategoryId":"98","ListUrlMain":"https://onlinelibrary.wiley.com/doi/10.1111/ijal.12518","RegionNum":3,"RegionCategory":"文学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 0
Abstract
To date, most studies that explore the differences in motivation between content and language-integrated learning (CLIL) and non-CLIL learners have been mainly quantitative or have not controlled for differences in socio-economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non-CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self-system and the construct of self-concept, this study employed a mixed-methods approach to explore CLIL and non-CLIL learners’ current and future self-visions. Fifteen-year-old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self-concept, academic self-concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non-CLIL learner groups, CLIL participants are found to display a slightly more positive self-concept and more robust ideal L2 self-visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought-to self is found to be a secondary, yet potentially positive force toward higher motivation.
期刊介绍:
The International Journal of Applied Linguistics (InJAL) publishes articles that explore the relationship between expertise in linguistics, broadly defined, and the everyday experience of language. Its scope is international in that it welcomes articles which show explicitly how local issues of language use or learning exemplify more global concerns.