The Impact of Content and Language Integrated Learning on Motivation and Anxiety Levels of Chinese Primary School Students

Abstract

This quantitative study investigates the effects of Content and Language Integrated Learning (CLIL) on the motivation and anxiety levels of primary school students. A quasi-experimental design with pretest and posttest measurements was employed, with an experimental group receiving CLIL instruction and a control group receiving traditional instruction. Questionnaires were administered to assess changes in motivation and anxiety levels. Results indicate significant improvements in motivation among the experimental group, particularly in motivational intensity and desire to learn English. However, attitudes towards learning English remained unchanged. Additionally, the experimental group experienced significant reductions in anxiety, specifically in communication apprehension and fear of negative evaluation, while test anxiety showed no significant change. Importantly, these effects were not observed in the control group, highlighting the unique impact of CLIL on student affective variables. These findings underscore the potential of CLIL to enhance motivation and alleviate anxiety among primary school students, emphasizing the importance of innovative instructional approaches in fostering positive language learning experiences.