In search of good practices
Edited By David Lasagabaster and Aintzane Doiz
Motivational drive of a technology-based ‘weak’ version of CLIL
Abstract: Due to the widespread access to technologies, which has modified our way of living and learning, being an agile user of ICT (Information and Communication Technologies) has become one of the basic skills in our society, on a par with mastering foreign languages. The integration of technologies in the FL (foreign language) classroom is thus a powerful tool when it comes to boosting learners’ digital and FL competence at the same time. Moreover, technology-supported activities may contribute to engaging students in their learning process and increase their motivation. The present study is part of a longitudinal research, which was conducted in a high school, with the aim of analysing ICT’s purported benefits for learners. The study aims at exploring the effect of ICT integration in the FL classroom on the development of learners’ FL skills, while it also focuses on the attitudinal factors linked to ICT use. The sample was comprised of 147 students, divided into an experimental group, which was involved in ICT-based EFL classes over two school years, and a control group. In this chapter we argue that a ‘weak’ version of language class-driven CLIL, based on the integration of the use of ICT may contribute to improving students’ motivation and their Ideal L2 self (Dörnyei 2005, 2009). The analysis of the issues concerning students’ attitudes and motivation obtained via questionnaires allows us to claim pedagogical implications in favour of such kind of ‘weak’ CLIL integration in the classroom.
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