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

Abstract

This 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.