A case study on the relation between content and language integrated learning (CLIL) and motivation in language learning

Motivation has always been at the heart of education and language teaching. It has also been defined as the key to all learning and academic success. As I usually observe in my students, lack of motivation is one of the biggest problems that the teachers face in their classrooms. Teacher skills in motivating students are considered to be in the central of teaching effectiveness. Teachers should provide various techniques, methods and approaches which can increase their students? motivation. In this sense, CLIL has been one of the most popular and the newest methods used in language classrooms in recent years. CLIL has been defined as a context in which a foreign language is used as a medium in the teaching and learning of non-language content. Students try to learn some other subject matters in other disciplines during their language learning process by means of CLIL, and at the same time, they find a chance to use the foreign language in the other disciplines. In this way, they are expected to become more motivated. Therefore, the main purpose of this case study is to find out if there is a relation between CLIL and motivation in language learning during my fifth grade students? language learning processes at Sarıhamzalı Primary School in Seyhan, Adana. This study also aims to find out how students perceive CLIL activities.Intrinsic Motivation Inventory (IMI), classroom observation checklist and informal interviews were used as data collection tools in this study. The results were discussed by content analysis and descriptive statistics.