Effects of CLIL on English speaking proficiency and motivation in China's tertiary education setting

Abstract

In China’s College English teaching (CET) context, challenges such as low English speaking proficiency and motivation for foreign language (L2) communication, along with difficulties in managing a mixed-ability class, represent enduring pedagogical and research gaps that require attention. As such, this study, underpinned by theories of L2 acquisition and learning, as well as general education, investigated the effects of Content and Language Integrated Learning (CLIL) on these issues. Adopting a pragmatic worldview, the study employed an embedded design, involving 80 English learners from a university. The participants were divided into two intact groups, with one receiving CLIL intervention and the other receiving regular CET instruction. CLIL learners were further categorised into three ability subgroups based on their initial levels of L2 speaking competency. Quantitative data were collected through pre-test and posttest assessments of L2 speaking proficiency and motivation (L2SM). Speaking proficiency was assessed using intuitive human ratings and analytic indices of complexity, accuracy, and fluency (CAF). Motivation was measured using a questionnaire consisting of three constructs (extrinsic motivation, intrinsic motivation, and amotivation) and six corresponding self-regulatory styles. Additionally, qualitative data were collected through observation, diaries, and interviews. Quantitative analyses indicated CLIL was generally more effective in improving L2 speaking proficiency. However, the anticipated impact on lexical complexity was not observed. Furthermore, CLIL significantly enhanced L2SM, particularly intrinsic motivation and its associated self-regulatory styles, while reducing amotivation. All three subgroups within CLIL demonstrated significant progress in L2 speaking, with weaker learners benefiting more in improving lexical complexity and human ratings. However, they exhibited lower levels of intrinsic motivation and higher levels of amotivation compared to advanced learners, despite overall improvement in L2SM. Qualitative analyses revealed various situation-specific factors contributory to a motivating communicative environment, providing explanations for the quantitative findings. The study’s significance lies in its confirmation of the efficacy of CLIL in promoting effective, affective, and inclusive learning, while underscoring the need for a critical approach to address potential weaknesses in CET. Implications are drawn to inform both CET and CLIL research in China, providing insights for improved educational practices and guiding the development of a comprehensive research agenda.