Effects of CLIL on English Language Learners Motivation: A Case

Study of MUET, Jamshoro

Submitted by
Jam Khan Muhammad
June, 2015

Supervisor: DR TARIQUE HASSAN UMRANI

Sindh University, Jamshoro, Sindh

2013

CONTENTS
Contents
1.

INTRODUCTION.....................................................................................................................................................3
1.1 BACKGROUND.............................................................................................................................................................3
1.2 SCOPE OF THE STUDY.................................................................................................................................................4

2. LITERATURE REVIEW..............................................................................................................................................5
3. RESEAERCH QUESTION AND OBJECTIVES.......................................................................................................6
3.1 STUDY AIM.................................................................................................................................................................6
3.2 STUDY OBJECTIVES....................................................................................................................................................6
3.3 HYPOTHESES...............................................................................................................................................................6
3.4 RESEARCH QUESTIONS...............................................................................................................................................6
3.5 LIMITATION OF THE STUDY.........................................................................................................................................6
4. RESEARCH DESIGN AND METHODS.....................................................................................................................8
4.1 OVERVIEW..................................................................................................................................................................8
4.2 DATA COLLECTION.....................................................................................................................................................8
4.3 TOOLS OF DATA COLLECTION....................................................................................................................................8
4.6 DATA ANALYSIS..........................................................................................................................................................8
4.7 ETHICS AND SUBJECTS ISSUES...................................................................................................................................9
4.8 TIMEFRAMES.............................................................................................................................................................10
5. SIGNIFICANCE OF THE STUDY............................................................................................................................11
6. REFERENCES.............................................................................................................................................................12

1. INTRODUCTION
The purpose of this research study is to investigate the effect of CLIL (Content Language Integrated
Learning) in English language learners motivation at Mehran University of Engg: & Technology
jamshoro(MUET).MUET is an engineering university where engineering graduates serve at
different positions in different part of country and in the world. English language teaching is given
priority after muet developed the English Language Development Centre (ELDC) in 1994 from
British Council. Before it English language was taught as a minor subject so far muet is a major
university of engineering where English language is dealt as a supportive subject at undergraduate
level. It deals in different graduate programmes e.g. B.E, M.E and PhD.
The ELDC provide services to cater the needs from first year students up to fourth year students of
different departments. B.E is a four year programme where English language is taught at different
modules from basics of English language to the communication skills that help engineers to be
efficient communicators.
In first year students refer different materials for improving their communication skills with the help
of teachers but also by them using SAC self access centre.
Undergraduate level ELDC deals with 17 different departments. Annually ELDC entertains more
than 6023 students in different courses.
The above mentioned departments always leave a message for improvement in their communication
skills of their respective students, constant failure from students side simply hints at introducing
CLIL that can possibly motivate learners because CLIL focuses on communicate to learn not learn
to communicate. It would be useful study in case of MUET.
CLIL

Content and Language Integrated Learning (CLIL) is considered a major innovation in education. It
is an educational approach that could be mutually beneficial for both content and language subjects.
Moreover, it aims to increase learner motivation, develop learners first language, cognitive skills
and intercultural understanding. Because of this potential CLIL is gaining momentum and extending
as an educational approach across continents (Eurydice, 2006).
CLIL has been promoted as a means of solving problems of traditional language learning, student
motivation and overcrowded curriculum, but the driving forces for implementing CLIL programmes
differ from country to country. CLIL is rooted in diverse socio-political developments involving
wide ranging variables in different contexts.
In addition to content it is the language that defines CLIL. Although in some definitions the term
foreign language is used to refer to the target language of the CLIL classroom, the language in
which content is taught is not always learners foreign language. Also, phrases such as a language
other than learners mother tongue and second language are used interchangeably to refer to the
languages used in different CLIL settings. Coyle et al. (2010) define CLIL as a dual-focused
educational approach in which an additional language is used for the learning and teaching of both
content and language (p. 1). They explain that the use of the phrase additional language is
intentional as it may mean learners foreign language but it may also be a second language or some
form of heritage language. Similarly to Coyle et al., Dalton-Puffer, Nikula and Smit (2010) combine
the terms additional language and content to describe the nature of CLIL.
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The integrative nature of CLIL provides an opportunity for taking not only a dual focussed but a
multiple-focussed approach. For example, the interrelationships of content, communication, culture
and cognition are summarised in the 4Cs framework for CLIL (Coyle, 2007). Sudhoff (2010)
suggests combining foreign language learning, content subject learning and intercultural learning.
Mehisto et. al (2008) mention the CLIL triad and explain how language, content and learning skills
are the three fundamental pillars of CLIL. However, content and language are the two central
elements that all the researchers consider as paramount to the CLIL approach.

1.1 Background
When we analyse the individual differences among language learners, motivation regularly comes
to the fore, as a determinant factor of successful language learning. However, as Donryei cites
Martin Covington (2001:7) on this point, Motivation, like the concept of gravity is easier to
describe, than it is to define.
As human inherent condition, motivation leads people to take important decisions in their lives:
Thus, it is possibly the construct that can change both the way ESL taught and how it is learnt. On
the other hand, as Martin Fort argues: there are no motivational buttons that can be pushed to make
people want to learn, work hard and act in responsible manner. Facilitation, not control, should be
the guiding idea in attempts to motivate humans. (Cited in dornyei, 2001).
Motivation is best seen as a broad umbrella term that covers variety of meanings. Nevertheless it
has largely to do with passion. For that reason i support the idea that students motivation is at heart
of all education, and it needs to be continuously nurtured. As stated by Dornyei, teachers are
supposed to teach the curriculum rather than to motivate students and the fact is that the former
cannot happen without latter is often ignored. (2007)
In addition, there is not only one kind of motivation. Students have either to intrinsically learn
language or external desire to acquire it. As teachers, we may generate short term motivation
towards the day to day activities in the classrooms as an attempt to please our students kind of
motivation. CLICL can be an aid to accomplish this challenge.
Why CLIL
CLIL represents to one of the major problems in language education, namely students are led to
appreciate the immediate the pertinence of the effort to acquire and use L2, while focusing on
something else. This overcomes the motivational problem of language lesson based in intensive
investment in time with long term and disappointing rewards in proficiency (B. Beardsmore and
Kohls, cited in CLIL/EMILE, 2006).
Students may have different kinds of motivation, as formerly elucidated, and they can also make
use of different cognitive structures to learn a new language. However, there is a key issue usually
linked to successful language learning: the opportunities they have to put language into practice.
A renowned linguist and CLIL researcher, David Marsh, makes us pose of dichotomy, imagine
learning to play a musical instrument such as piano, without being able to touch the key board:
consider learning football without the opportunity to kick the ball by yourself. to learn how to
master a musical instrument, or football, requires that we gain both knowledge and skills
simultaneously. (Marsh, 2006). This is as true for music and football as for language.
4

Why and how learning take place is an ongoing debate, but possibly the combination of motivation
and opportunities could be a powerful recipe for second language learning and teaching. Content
Language Integrated Learning (CLIL) as its name implies integrates both language and content,
providing students the opportunity to receive instruction and use the language whilst they learn,
challenging the idea of waiting until I think I am good enough in language to use it. (Marsh,
2006). For that reason researcher is inclined to think that CLIL could be excellent medium to
enhance students motivation.
CLIL & Motivation Strategies
The development of motivational strategies and techniques to introduce CLIL in ESL classroom are
presented in this study. First of all I will supplement my lessons into slides for visual support.
Along with these students different learning styles will be taken into account and tasks will be
designed to give more opportunities to students to use the target language by relating contents to
their interests. By using ICT materials like videos, music and images will also satisfy students
multiple intelligences. By doing these students responses to these methods by observing them first
and teaching them after, I could be able to get positive results. Therefore this study is based on
practical methodology in which students are main characters.

On the other hand, it is not only by means of research but also from a firsthand experience in
MUET. Teaching experience in MUET has shown me that how engineering students produce better
outcome and achieve more sophisticated language by integrating language and content.

1.2 Scope of the Study

Scope of the proposed research will be to study of effects of CLIL on learners motivation a case
Study of MUET, Jamshoro .As CLIL subject never been practiced in MUET therefore it is going to
be a remarkable addition into the field of language .Previously DR Habibullah Pathan has done his
PhD research on motivation.The researcher believs that CLIL may be good choice in teaching
English language that could be implemented as policy.

2. LITERATURE REVIEW
Motivation plays important role in task effectiveness as in each and every field without motivation
achieving target is not only difficult but near to impossible. The education of Pakistan is full of such
motivational and inspirational figures which lit up the emotion to achieve as much as they can.
Pakistan is multiethnic country with multi lingual and different background with different beliefs
and faith. Boys and girls related separation, separate system of education and gender difference.
this separation despite of many favour contains discrimination {dealing odd} with both genders
,and raised lot of issues in learning language e.g.: boys are good in language learning or girls?
Which one of both genders is easy to motivate etc. such questions, beliefs and behaviour formulate
in particular role of gender in shaping achievement by motivating them.
Learners of target language have to fulfil a lot before turning to language learning, that exhaust
them therefore learners desperately require some motivational injections .As Hilgard and
Atkinson[ 1979: 281] points out that motivation is a behaviour energizer
And Chomsky [1988:181] believes in more than 99 percent on motivation than any other factors in
activating learners. Motivation creates desire to so along with satisfaction.[Gardener]
Instrumental motivation is a desire to learn a language because to fulfill the goal of getting good
position etc.
Integrative motivation is a desire to learn a language to communicate with others well in their
language.
Instrumental motivation Vs Integrative motivation
These two types of motivation are distinct from one an other except application of both is doubtful
as [Burstall et al., 1974] has studied that it may be impossible to distinguish between these two.
[Penny Ur 2005 Acourse in Language Teaching :Practice and Theory, Cambridge : Cambridge
University Press.p.276]
Resultative and intrinsic motivation
The pyramid of Maslow explains human needs, resultative motivation hypothesis [Skehan 1989:49]
implies that success breeds success and motivation might be influenced by the success experienced
by learners [the resultative hypothesis].[skehan 1989:49]
CLIL represents to one of the major problems in language education, namely students are led to
appreciate the immediate the pertinence of the effort to acquire and use L2, while focusing on
something else. This overcomes the motivational problem of language lesson based in intensive
investment in time with long term and disappointing rewards in proficiency (B. Beardsmore and
Kohls, cited in CLIL/EMILE, 2006).
Students may have different kinds of motivation, as formerly elucidated, and they can also make
use of different cognitive structures to learn a new language. However, there is a key issue usually
linked to successful language learning: the opportunities they have to put language into practice.
A renowned linguist and CLIL researcher, David Marsh, makes us pose of dichotomy, imagine
learning to play a musical instrument such as piano, without being able to touch the key board:
consider learning football without the opportunity to kick the ball by yourself. to learn how to
master a musical instrument, or football, requires that we gain both knowledge and skills
simultaneously. (Marsh, 2006). This is as true for music and football as for language.
Why and how learning take place is an ongoing debate, but possibly the combination of motivation
and opportunities could be a powerful recipe for second language learning and teaching. Content
Language Integrated Learning (CLIL) as its name implies integrates both language and content,
6

providing students the opportunity to receive instruction and use the language whilst they learn,
challenging the idea of waiting until I think I am good enough in language to use it. (Marsh,
2006). For that reason researcher is inclined to think that CLIL could be excellent medium to
enhance students motivation. CLIL aims of teaching and learning (i)the promotion of linguistic
diversity; (ii) promoting language learning;(iii)increasing the learners proficiency; and
(iv)internalization. CLIL is a powerful and empowering way to learn language more over its
research is policy-driven.
There exists few large-scale studies on attitude and motivation in bilingual learners in a CLIL
context.e.g Brussels bi and multilingual young learners show the following:
(i)
Young learners are highly motivated to learn languages and not only English(cf.Allain
2004)
(ii)
Adolescents show positive attitudes,no loss of identity and they consider bilingualism as
a core value; moreover, it enhances their self-esteem and motivation to learn
languages(Ceuleers, in print).
On the other hand, it is not only by means of research but also from a firsthand experience in
MUET. Teaching experience in MUET has shown me that how engineering students produce better
outcome and achieve more sophisticated language by integrating language and content.

3. RESEAERCH QUESTION AND OBJECTIVES

This chapter includes the research overview and research question, aims and objectives along with
hypotheses and limitations of the study.

3.1 Study Aim

The aim of this study is to understand effects of CLIL on English language learners motivation a
case Study of Mehran University of Engineering and Technology, Jamshoro.

3.2 Study Objectives

i.

CLIL improves English Language learners motivation at MUET.

3.3 Research Questions

Q.1: What is the level of English language learners motivation at undergraduate level at MUET?
Q.2: What is the effect of CLIL on English language learners motivation at MUET?
Q3: What is the effect of CLIL teaching on learners vocabulary accusation and content knowledge?

3.4 Limitation of the Study

In view that CLIL and Motivation are wider terms and all the learning in classroom relating to the
content and language are related with it, will also need wider study to see the wider results.
The study will be limited to identify to measure the effects of CLIL on learners motivation a case
Study of Mehran University of Engineering and Technology Jamshoro.
Since, Mehran University is under focused area, so it will be quite challenging to conduct study on
effects of CLIL on English language learners motivation. The data or result may be approximate as
the conclusion will be based on the primary and secondary sources. Data availability will be a
limitation to this study. Another challenge of this study will be to convince the respondents about
the study to be strictly for research purpose.

4. RESEARCH DESIGN AND METHODS

4.1 Overview
This study is investigating the effects of CLIL on English language learners motivation in Mehran
University of Engineering and Technology, Jamshoro as a case study.

4.2 Methodology:
The research would be divided into two phases, pre questionnaire and pre-test, teaching of CLICL,
post questionnaire and post-test. Researcher will focus on two departments of MUET covering two
classes, each one from the department, undergraduate level. This research is quantitative in its
nature.

i.

Data Collection

Data would be collected through three major phrases:

First Phase is divided into two parts followed by pre questionnaire and pre-test filled by learners
before teaching CLIL but with basic introduction of CLIL. Questionnaire will be given to students
as to know the level of motivation of English language learners. Part two of first phase followed by
pre-test this will focus on vocabulary and content-knowledge. The text will be designed with
emphases on important words will be underlined or highlighted.
Keeping in view the results of two parts of first phase pre-questionnaire and pre-test two groups will
be formed:
i.
ii.

Experimental group (CLIL)

Content group
(Normal)

Phase two of research will be started with teaching of CLIL in two classes per week and 8
classes/month. Four classes will be taken in each group focusing on CLIL (experimental group)
and 4 classes focusing on (content group). The total number of students will be approximately sixty
divided into two groups of thirty students.
Third phase will be consisting of post questionnaire and post-test results which will determine the
overall changes in English language learners level of motivation.

4.4 Tools of Data Collection

Keeping in view the topic and objectives of the study tools of data collection will be the valuable
feedback of students through Questionnaires of CLIL and Motivation.

4.5 Data Analysis

SPSS data software will be used for analysing the data.

4.5 Ethics and Subjects Issues

Ethical issues are the concerns and dilemmas that arise over the proper way to execute research,
more specifically not to create harmful conditions for the subjects of inquiry, humans, in the
research process (Schurink, 2005: 43). I am very much aware of the big to be sensitive and
respectful of research participants and their basic human rights and fully endorse the Ethical Code.
In particular, I will ensure the following throughout my study:
i.
ii.
iii.
iv.

Explain the aim and objectives of the study as well as the procedures to be followed
up front to everybody taking part in the research;
Make it clear to them that participating in the study is voluntary, and that should they
for some reason want to withdraw from it, they have the right to voluntary do so at
any time;
That everybody participating in the study complete an informed consent form I will
compile together with my promoter; and
That their privacy will be respected at all time and that everything they share will be
treated as confidential.

He (Schurink, 2005: 44) believes that it is useful for researchers to follow a practical approach in
which they ask questions and push themselves hard to reach answers:
The researcher needs to be honest about the purpose of his or her research. The study is likely to
include not only the advancement of knowledge or understanding of some aspect of the social
world, but also factors involving personal gain such as the achievement of a personal qualification,
of a promotion, of some standing in a discipline (amongst colleagues, friends, rivals, relatives, etc.),
and/or of some research funding.

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4.6 Timeframes
S.
1.
2.

Research Task

Time Duration (Months)

1

Obtain approval from MUET administration

Drafting Background Introduction, Literature

3.

Review, Research design and Methodology

Survey Questionnaire/test development

4.

Conducting survey in classrooms of MUET

5.

Data entry in SPSS and data analysis

6.

Development of first draft of Thesis

7.

Development and Submission of Final Thesis

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5. SIGNIFICANCE OF THE STUDY

The information from this research will add to the study of the knowledge and theories on the
subject matter of effects of CLIL on English language learners motivation. This study will provide
base for further researches on effects of CLIL on English language learners motivation in Mehran
University. The study will be significant for:

Mehran University of Engineering & Technology

University policy makers
Teachers and students

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6. REFERENCES
CLIL/EMILE. (2002). The European Dimension: Actions, Trends and Foresight Potential.
European
resolution retrieved from:
http//ec.europa.eu/languages/documents/doc/491_en.pdf
CELT, Centre for English Language Teaching. (2009). Conference Proceedings: Bridiging the gap
between theory and practice in English language teaching. Vol. 18. Vienna English Working
Papers (Views). Retrieved from:
http//anglistick.univie.ac.at/views/current-issue
Covington. M. (1998). The Will to Learn. A Guide for Motivating Young People. Cambridge.

Cambridge University Press

Coyle, D. (2001). Content and Language Integrated Learning, motivating Learners and Teachers.
University of Nottingham
Dalton-Puffer C. (2007). Discourse in Content Language Integrated Learning (CLIL) Classroom.
John Benjamin B.V
Dornyei, Z. (2001). Motivational Strategies in Language Classroom. Cambridge.
Cambridge University Press
Neolia Navarro Gil. (2012).Motivation and Content Language Learning, An Impulse for Second
Language Learning. Master Universitari de Farmacio professorat de Secundaria.
Lasagabaster, D. 2011. English achievement and student motivation in CLIL and EFL settings.
Innovation in Language Learning and Teaching 5, no. 1: 318
Marsh, D. (ed). 2002. CLIL/EMILE The European Dimension: Actions, Trends and Foresight
Potential. Public Services Contract DG EAC. European Commission.
Madrid, D. 2002. The power of the FL teachers motivational strategies. Cauce 25: 369422.
Merisuo-Storm, T. 2007. Pupils attitudes towards foreign language learning and the development
of literacy skills in bilingual education. Teaching and Teacher Education 23: 226235.
.
San Isidro, X. 2010. An insight into Galician CLIL: provision and results. In CLIL in Spain.
Implementation, Results and Teacher Training, ed. D. Lasagabaster and Y. Ruiz de Zarobe,
5578. Newcastle upon Tyne, UK: Cambridge Scholars.
The Language Learning Journal 223

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