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Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?

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Title: Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?
Language: English
Authors: De Smet, Audrey, Mettewie, Laurence, Galand, Benoit, Hiligsmann, Philippe, Van Mensel, Luk
Source: Studies in Second Language Learning and Teaching. 2018 8(1):47-71.
Availability: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
Peer Reviewed: Y
Page Count: 25
Publication Date: 2018
Document Type: Journal Articles
Reports - Research
Education Level: Elementary Education
Descriptors: Second Language Learning, Second Language Instruction, Emotional Experience, Anxiety, Communication (Thought Transfer), Indo European Languages, Course Content, French, Foreign Countries, Language of Instruction, Teaching Methods, Questionnaires, Student Attitudes, English (Second Language), Language Role, Elementary School Students, Secondary School Students, Classroom Communication, Native Language, Longitudinal Studies, Statistical Analysis, Multivariate Analysis
Geographic Terms: Belgium
ISSN: 2083-5205
Abstract: This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the "other" community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils' anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
Abstractor: As Provided
Number of References: 57
Entry Date: 2018
Accession Number: EJ1175384
Database: ERIC
FullText Text:
  Availability: 0
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  Data: Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?
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  Data: <searchLink fieldCode="AR" term="%22De+Smet%2C+Audrey%22">De Smet, Audrey</searchLink><br /><searchLink fieldCode="AR" term="%22Mettewie%2C+Laurence%22">Mettewie, Laurence</searchLink><br /><searchLink fieldCode="AR" term="%22Galand%2C+Benoit%22">Galand, Benoit</searchLink><br /><searchLink fieldCode="AR" term="%22Hiligsmann%2C+Philippe%22">Hiligsmann, Philippe</searchLink><br /><searchLink fieldCode="AR" term="%22Van+Mensel%2C+Luk%22">Van Mensel, Luk</searchLink>
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  Data: <searchLink fieldCode="SO" term="%22Studies+in+Second+Language+Learning+and+Teaching%22"><i>Studies in Second Language Learning and Teaching</i></searchLink>. 2018 8(1):47-71.
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  Data: Adam Mickiewicz University Department of English Studies. Faculty of Pedagogy and Fine Arts, Ul. Nowy Swiat 28-30, 62-800 Kailsz, Poland. e-mail: ssllt@amu.edu.pll; Web site: http://pressto.amu.edu.pl/index.php/ssllt
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  Data: 25
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  Data: <searchLink fieldCode="DE" term="%22Belgium%22">Belgium</searchLink>
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  Data: 2083-5205
– Name: Abstract
  Label: Abstract
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  Data: This study investigates pupils' anxiety and enjoyment in the classroom when learning a second or foreign language. The particularity of this study lies in the comparison of two target languages (English and Dutch) in two educational contexts (CLIL and non-CLIL) at different instruction levels (primary and secondary education). While most research on content and language integrated learning (CLIL) focuses on English as a target language, the Belgian context calls for a comparison with the language of the "other" community, in this case Dutch. Data were collected from 896 pupils in French-speaking Belgium through a self-report questionnaire measuring pupils' anxiety and enjoyment in the classroom, along with background characteristics. Results indicate that while CLIL pupils experience significantly less anxiety than their non-CLIL counterparts, English learners report significantly less anxiety and more enjoyment than Dutch learners. This suggests an important role of the target language for emotional engagement in the classroom and calls for further investigation into the role of target language perceptions. Finally, the interactions with instruction level reveal that while primary school pupils report stronger emotions, the effects of CLIL and English are much larger at secondary level.
– Name: AbstractInfo
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  Data: As Provided
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  Data: 2018
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  Data: EJ1175384
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=EJ1175384
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      – Text: English
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        PageCount: 25
        StartPage: 47
    Subjects:
      – SubjectFull: Second Language Learning
        Type: general
      – SubjectFull: Second Language Instruction
        Type: general
      – SubjectFull: Emotional Experience
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      – SubjectFull: Anxiety
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      – SubjectFull: Communication (Thought Transfer)
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      – SubjectFull: Indo European Languages
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Language of Instruction
        Type: general
      – SubjectFull: Teaching Methods
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Student Attitudes
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      – SubjectFull: English (Second Language)
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      – SubjectFull: Language Role
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      – SubjectFull: Elementary School Students
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      – SubjectFull: Multivariate Analysis
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      – SubjectFull: Belgium
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      – TitleFull: Classroom Anxiety and Enjoyment in CLIL and Non-CLIL: Does the Target Language Matter?
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