CLIL instruction produced significantly higher motivation to learn English than traditional instruction¶

Claim · All claims
Evidence · 1 study · causal r2 · q3 · i3 large
Currency · newest study 2019 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i3 The CLIL group (M = 42.00, SD = 9.459) was significantly more motivated to learn English than the non-CLIL group (M = 32.60, SD = 5.256) (t(29) = 3.88, p = .000, r = .585). → Karimi 2019

Evidence¶

Karimi 2019¶

Karimi, P., Lotfi, A. R., & Biria, R. (2019). Enhancing Pilot’s Aviation English Learning, Attitude and Motivation through the Application of Content and Language Integrated Learning. International Journal of Instruction, 12(1), 751-766. https://eric.ed.gov/?id=EJ1201326

q3 · i3 · causal · r2

Independent-samples t-test comparing motivation questionnaire scores of CLIL (M = 42.00, SD = 9.459) and non-CLIL (M = 32.60, SD = 5.256) groups (n = 40). The article reports "r = .585 representing a large effect size".

"The results of the independent t -test (t (29) = 3.88, 95 % CI [4.50, 14.29], p = .000, r = .585 representing a large effect size) (Table 12) indicated that the CLIL significantly had higher motivation to learn English than the non -CLIL group."

Discussion¶

Related Claims¶

• CLIL instruction significantly improved aviation English posttest performance compared to traditional instruction — related
• CLIL instruction produced significantly more positive attitudes toward language learning than traditional instruction — related