The Impact of Motivation in Foreign Language Acquisition in CLIL and non-CLIL CSE Students: An Empirical-Descriptive Study
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2020-11-19
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[ES]La motivación es un elemento fundamental en el aprendizaje humano. Aún es escasa la evidencia empírica sobre el impacto que la motivación ejerce en el aprendizaje de una lengua extranjera. Por ello, este trabajo tiene como objetivo aclarar cuáles son las variables que motivan a una muestra representativa de estudiantes (AICLE y no AICLE) que están finalizando Educación Secundaria Obligatoria a aprender inglés. Los participantes del estudio pertenecen a un instituto público ubicado en un área rural de Jaén. Primero, han completado un cuestionario cuantitativo en el que han indicado en qué medida les motivan una serie de variables. Después han matizado sus respuestas a través de un cuestionario cualitativo. Se han analizado los resultados obtenidos por cada grupo. Finalmente, las diferencias significativas entre los estudiantes AICLE y los no AICLE nos han llevado a concluir que los primeros están algo menos motivados que los segundos.
[EN]Motivation is a crucial element for human learning. There is still scarce empirical evidence on the impact that motivation exerts in foreign language learning. Thus, this paper is aimed to shed light in those variables that motivate a representative sample of CLIL and non-CLIL students who are currently concluding the last year of Compulsory Secondary Education. The participants study in the same public high school, which is located in a rural town in the province of Jaén. Firstly, they have completed a quantitative questionnaire, indicating which are the variables motivate them to a greater or a lesser extent for acquiring English. Secondly, by means of a supplementary qualitative questionnaire, they have contextualised their opinions on those factors. Then, results have been analysed regarding each collective. Finally, significant differences between non-CLIL and CLIL learners have been established. Unexpectedly, we have concluded that the former are slightly more motivated than the latter.
[EN]Motivation is a crucial element for human learning. There is still scarce empirical evidence on the impact that motivation exerts in foreign language learning. Thus, this paper is aimed to shed light in those variables that motivate a representative sample of CLIL and non-CLIL students who are currently concluding the last year of Compulsory Secondary Education. The participants study in the same public high school, which is located in a rural town in the province of Jaén. Firstly, they have completed a quantitative questionnaire, indicating which are the variables motivate them to a greater or a lesser extent for acquiring English. Secondly, by means of a supplementary qualitative questionnaire, they have contextualised their opinions on those factors. Then, results have been analysed regarding each collective. Finally, significant differences between non-CLIL and CLIL learners have been established. Unexpectedly, we have concluded that the former are slightly more motivated than the latter.