The impact of type of approach (CLIL versus EFL) and methodology (book-based versus project work) on motivation

David Lasagabaster, Raquel López Beloqui.
Porta Linguarum

This study analyses the effect of type of approach and methodology on different types of motivation: intrinsic, extrinsic, instrumental and integrative motivation; interest in other cultures and learning environment are also considered. The two types of approaches under scrutiny are CLIL (Content and Language Integrated Learning) and non-CLIL or EFL (English as a foreign language), and the two types of methodology are based on either the textbook or project work (PW). Previous studies have examined the effect of PW and/or CLIL on secondary education (Seikkula-Leino, 2007, Lasagabaster, 2011; Sierra, 2011), but the novelty of the present research lies in the fact that it is focused on primary education students. The data were collected through a questionnaire filled in by three groups of participants: a non-CLIL and book-based group taught conventionally, a CLIL and book-based methodology group, and a CLIL and PW group. The results bore out that CLIL is beneficial for some motivational clusters even at an early age, whereas the impact of PW was not as positive as expected.