Foreign language motivation in primary education studentsThe effects of additional CLIL and gender

  1. Francisco Gallardo del Puerto
  2. Zeltia Blanco Suárez
Journal of immersion and content-based language education

ISSN: 2212-8433

Ano de publicación: 2021

Volume: 9

Número: 1

Páxinas: 58-84

Tipo: Artigo


Outras publicacións en: Journal of immersion and content-based language education


Citas recibidas

  • Citas en Scopus: 1 (11-05-2023)
  • Citas en Dialnet Métricas: 1 (31-05-2023)
  • Citas en Web of Science: 1 (15-05-2023)
  • Citas en Dimensions: 2 (07-03-2023)

SCImago Journal Rank

  • Ano 2021
  • Impacto SJR da revista: 0.395
  • Cuartil maior: Q1
  • Área: Linguistics and Language Cuartil: Q1 Posición na área: 228/1103
  • Área: Education Cuartil: Q2 Posición na área: 649/1381


  • Ciencias Sociais: A
  • Ciencias Humanas: C

Scopus CiteScore

  • Ano 2021
  • CiteScore da revista: 1.1
  • Área: Language and Linguistics Percentil: 74
  • Área: Linguistics and Language Percentil: 72
  • Área: Education Percentil: 37

Journal Citation Indicator (JCI)

  • Ano 2021
  • JCI da revista: 0.55
  • Cuartil maior: Q3
  • Área: LINGUISTICS Cuartil: Q3 Posición na área: 176/275


(Datos actualizados na data de 07-03-2023)
  • Total de citas: 2
  • Citas recentes: 2
  • Field Citation Ratio (FCR): 5.38


This article explores the effects of the type of instruction (Content and language integrated learning, CLIL, vs. non-CLIL) and gender upon foreign language motivation in Primary Education learners in northern Spain. A total of 252 students with ages ranging from 9–12 completed a questionnaire measuring different motivation components. Results showed that CLIL students seem to manifest greater parental support and be more critical with their image as foreign language learners. Additionally, gender turned out to be a more influential factor in non-CLIL learning settings, since non-CLIL males obtained worse results than their female counterparts in overall motivation and intrinsic motivation. This gender effect was not observed in CLIL classrooms, which potentially makes this learning approach a more egalitarian educational setting for both genders in terms of foreign language motivation.