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A Comparison of Pupils’ Motivation in Integrated English and Conventional ELT in China1*

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• Volume 6,Issue 5, Sept. 2019

Year:

2019

Type of Publication:

Article

Keywords:

Content and Language Integrated Learning, Conventional ELT, Integrated English, Motivation, LLOS-IEA

Authors:

• Xiao, Dr. Jianfang
• Li, Mingyu

Journal:

IJIRES

Volume:

6

Number:

5

Pages:

675-686

Month:

September

ISSN:

2349-5219

BibTex:

@article{1607, author = "Dr. Jianfang Xiao and Mingyu Li", abstract = "This article investigated and compared the influence of different types of instruction (Integrated English as a localized content and language integrated learning model and conventional ELT) on pupils’ motivation for EFL learning. Although participants’ perspective in content and language integrated learning (CLIL) has recently received increasing attention, little research has explored learners’ perceptions, especially CLIL learners’ motivation. And given that there are contradictions between the findings of existing relevant studies, the purpose of this paper is to enrich the evidence of the impact of the type of English teaching on primary school pupils’ motivation for EFL learning. 300 pupils from four mixed-gender primary schools in China were invited to complete the LLOS-IEA scale. The findings revealed that CLIL pupils are more intrinsically motivated to learn English than conventional ELT pupils while the extrinsic motivation of conventional ELT pupils is equally high with that of CLIL pupils.", issn = "23495219", journal = "IJIRES", keywords = "Content and Language Integrated Learning, Conventional ELT, Integrated English, Motivation, LLOS-IEA", month = "September", number = "5", pages = "675-686", title = "{A} {C}omparison of {P}upils’ {M}otivation in {I}ntegrated {E}nglish and {C}onventional {ELT} in {C}hina", volume = "6", year = "2019", }

Abstract:

This article investigated and compared the influence of different types of instruction (Integrated English as a localized content and language integrated learning model and conventional ELT) on pupils’ motivation for EFL learning. Although participants’ perspective in content and language integrated learning (CLIL) has recently received increasing attention, little research has explored learners’ perceptions, especially CLIL learners’ motivation. And given that there are contradictions between the findings of existing relevant studies, the purpose of this paper is to enrich the evidence of the impact of the type of English teaching on primary school pupils’ motivation for EFL learning. 300 pupils from four mixed-gender primary schools in China were invited to complete the LLOS-IEA scale. The findings revealed that CLIL pupils are more intrinsically motivated to learn English than conventional ELT pupils while the extrinsic motivation of conventional ELT pupils is equally high with that of CLIL pupils.

Full text: IJIRES_1607_FINAL.pdf Online version [Bibtex]