Unpacking Chinese young learners’ L2 learning motivation: Does CLIL make a difference?

Abstract

AbstractThis study aimed to compare the English language learning motivation of two cohorts of Chinese primary school learners in a Content and Language Integrated Learning (CLIL) and a non‐CLIL instructional setting. A total of 270 learners from third, fourth and fifth grades in the CLIL programme (N = 184) and the non‐CLIL programme (N = 86) participated in this study. Data were collected through a young learners’ L2 motivation questionnaire. Results indicated that CLIL learners overall displayed a significantly higher level of L2 motivation than their non‐CLIL counterparts in the Ideal L2 Self domain and L2 Learning Experience. However, students in the non‐CLIL programme overall rated themselves higher in the Ought‐to L2 Self domain. When comparing L2 motivation levels between CLIL and non‐CLIL sub‐groups in different grades, we found that the non‐CLIL subsamples’ mean motivational scores witnessed a continuous decline with the increase of grade in the scales of Ideal L2 Self, Ought‐to L2 Self and Parental Expectations. Regarding Cultural Interest and L2 Learning Experience, CLIL students in both the fourth‐ and fifth‐grade cohorts exhibited a significantly higher level of motivation than their non‐CLIL peers. This study provides empirical evidence supporting the implementation of CLIL programme as a potential strategy to boost young learners’ motivation towards L2 learning.