CLIL Learning: Achievement Levels and Affective Factors

By Jaana Seikkula-Leino. 2007

224 citations recorded by the source corpus.

Subfields: Education, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/120f40435d29653dc98f72282b911a9f5eecd59a

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In Education

1. D. Lasagabaster
2. A. Doiz
3. Marta Aguilar
4. R. Rodriguez
5. A. Heras
6. Ana Llinares
7. J. Cenoz
8. Guangwei Hu

In Language and Linguistics

1. Do Coyle
2. D. Lasagabaster
3. A. Doiz
4. M. Lamb
5. A. Heras
6. Guangwei Hu
7. Jun Lei
8. Marta Aguilar

In Literature and Literary Theory

1. D. Lasagabaster
2. A. Doiz
3. Do Coyle
4. Marta Aguilar
5. J. Cenoz
6. M. Lamb
7. Guangwei Hu
8. Jun Lei

Citations in the corpus

• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “Secondly, Seikkula-Leino (2007) has observed that there are more overachievers in the content subjects in the non-CLIL groups because learning in their mother tongue puts students in a better position to obtain maximum results and, conversely, learning in a FL may negatively influence the ability…”
• English achievement and student motivation in CLIL and EFL settings (2011, background): “The study carried out by Seikkula-Leino (2007) in Finland seems to confirm the positive effect of CLIL on motivation, although this author also detected a low self-concept in foreign languages among CLIL pupils.”
• Listening to learners: an investigation into ‘successful learning’ across CLIL contexts (2013, background): “As research into CLIL accrues so do reports on increased learner motivation in CLIL settings (e.g. Seikkula-Leino 2007; Dooley and Eastman 2008; Lorenzo, Casal, and Moore 2010; Coyle 2011b; Lasagabaster 2011).”
• Lecturer and student perceptions on CLIL at a Spanish university (2012, background): “Some studies show that improvement in the communicative competence of the vehicular language is not detrimental to the learning of the content subject or of the mother tongue (Perez-Vidal 2011 ; Seikkula-Leino 2007 ), whereas others claim that the quality of the content is sacrificed as a result o”
• The impact of CLIL on affective factors and vocabulary learning (2015, background): “These results seem to contradict earlier investigations which point to CLIL having a clear effect on motivation and self-esteem (Filppula, 1996, in Seikkula-Leino, 2007; Lasagabaster, 2011), which may be due to a higher intensity of the CLIL experiences under scrutiny in the latter studies.”
• Integration in CLIL: a proposal to inform research and successful pedagogy (2015, background): “However, still few studies have focused on content outcomes (but see, for example, Jäppinen, 2005; Seikkula-Leino, 2007).”
• Critical Analysis of CLIL: Taking Stock and Looking Forward (2014, background): “In a related vein, there is a need to examine more carefully if content is acquired to the same extent when taught through the medium of the L2 in comparison with students’ native language (Seikkula-Leino 2007).”
• The motivational dimension of language teaching (2017, background): “Seikkula-Leino (2007) found a slight motivational advantage among CLIL vs non-CLIL primary school children in Finland, while Lasagabaster & Beloqui (2015) found stronger intrinsic and integrative motives for learning English among CLIL-taught pupils in a Spanish primary school.”
• Is English-medium instruction effective in improving Chinese undergraduate students' English competence? (2014, result): “Students in CLIL programs have been found to hold more positive attitudes toward language learning (Lasagabaster & Sierra 2009; Seikkula-Leino 2007) and report lower anxiety (Maillat 2010; Nikula 2007) compared with their peers in non-CLIL programs.”
• CLIL and motivation: the effect of individual and contextual variables (2014, background): “As we noted above, Seikkula-Leino (2007) perceived some negative effect of CLIL on students’ affective factors such as self-esteem and anxiety.”
• Is CLIL so beneficial, or just selective? Re-evaluating some of the research (2011, background): “Similar outcomes occur in a study conducted by Seikkula-Leino (2007) in a comprehensive school, in Finland, in which the CLIL groups were selected, and 40e70% of the CLIL maths classes were conducted in English.”