English achievement and student motivation in CLIL and EFL settings

By D. Lasagabaster. 2011

304 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Language and Linguistics, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/b998ac75ac0f2d20d6566746abe96c8246cf13d8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. K. Rajagopalan
2. M. Lamb
3. Do Coyle
4. A. Heras
5. A. Doiz
6. Fakieh Alrabai
7. D. Lasagabaster
8. A. Pavese

In Language and Linguistics

1. D. Lasagabaster
2. A. Doiz
3. M. Lamb
4. K. Rajagopalan
5. Do Coyle
6. A. Heras
7. J. Sierra
8. Fakieh Alrabai

In Literature and Literary Theory

1. D. Lasagabaster
2. A. Doiz
3. M. Lamb
4. Do Coyle
5. K. Rajagopalan
6. A. Heras
7. J. Sierra
8. Fakieh Alrabai

Citations in the corpus

• The motivational dimension of language teaching (2017, methodology): “Doiz, Lasagabaster & Sierra (2014) built on an earlier study by Lasagabaster (2011) to compare the L2 motivation of 393 Spanish secondary school students of English divided into CLIL and non-CLIL groups in the first and third school years; they found the former to have significantly higher…”
• A Longitudinal Study on the Impact of CLIL on Affective Factors (2015, background): “The effect of CLIL on students’ motivation in secondary schools in the BAC, the context for this study, has been tackled in Sierra (2011), Lasagabaster (2011), and Doiz et al. (2014).”
• The Routledge handbook of English language teaching (2018, methodology): “In what follows, we focus on two areas of interest: concept-based teaching (CBT) and dynamic assessment (DA).”
• The impact of CLIL on affective factors and vocabulary learning (2015, methodology): “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.”
• The relationship between motivation, gender, L1 and possible selves in English-medium instruction (2016, background): “Although much has been written in the last few years about EMI and its positive and negative consequences, several authors (Breidbach & Viebrock, 2012; Lasagabaster, 2011; Lasagabaster, Doiz, & Sierra, 2014) underscore that little is known about how EMI affects students’ attitudes and motivation to ”
• Listening to learners: an investigation into ‘successful learning’ across CLIL contexts (2013, methodology): “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).”
• CLIL and motivation: the effect of individual and contextual variables (2014, background): “(Alonso, Grisaleña, and Campo 2008: 45) Another study conducted in the BAC by Lasagabaster (2011) included four schools and 191 secondary education students enrolled in CLIL and non-CLIL programmes.”
• The Effects of Teachers’ In-Class Motivational Intervention on Learners’ EFL Achievement (2016, background): “…causally affects learner motivation levels and that higher motivation leads to higher SL achievement (e.g. Gardner and Lambert 1972; Crookes and Schmidt 1991; Ellis 1994; Oxford and Shearin 1994; Chambers 1999; Gardner 2001; Masgoret and Gardner 2003; Bernaus and Gardner 2008; Lasagabaster 2011).”
• CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences (2016, background): “…language learning process: improvement The investigations conducted in the European context have revealed that CLIL offers very good results in terms of foreign language improvement (Dalton-Puffer, 2011; de Graaff, Koopman, Anikina, & Westhoff, 2007; Lasagabaster, 2008, 2011; Lorenzo et al., 2010).”
• Teacher professional development through collaborative action research: impact on foreign English-language teaching and learning (2013, background): “CLIL is seen as an innovation (Kiely 2011) since focus on meaning is firmly based on school content and therefore cognitive engagement, language learning, and motivation appear to be higher (Lasagabaster 2011; Dale and Tanner 2012; McCall 2012).”