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dc.contributor.authorOhlberger, Stephanie
dc.contributor.authorWegner, Claas
dc.date.accessioned2019-07-18T07:36:40Z
dc.date.available2019-07-18T07:36:40Z
dc.date.issued2019
dc.identifier.citationOhlberger, S. & Wegner, C. (2019). CLIL modules and their affective impact on students with high English anxiety and low self-efficacy. <em>Apples : Journal of Applied Language Studies</em>, 13 (3), 1-15. <a href="https://doi.org/10.17011/apples/urn.201906253409">doi:10.17011/apples/urn.201906253409</a>
dc.identifier.urihttps://jyx.jyu.fi/handle/123456789/65076
dc.description.abstractMany studies in recent years focused on the efficiency of bilingual education in different school settings. If a school pursues a regular implementation of CLIL modules instead of the establishment of proper CLIL streams, the student group that is affected by this teaching approach is much more diverse when compared to the preselected CLIL stream groups. In this regard, also students with high English anxiety and low self-efficacy will have to participate in the modules and it is particularly interesting to see how these student types deal with teaching units held in a foreign language. The study at hand presents results from an intervention at German schools with two biology units taught in English. Students aged 15 to 16 rated the affective effects of these modules by filling in a pre-post-follow up questionnaire. Results show that English anxiety can indeed be lowered, while students’ self-efficacy increases due to this intervention. Obviously, more research has to confirm whether this is the case for other age groups and subjects as well. Nonetheless, it is a good start to recommend employing CLIL modules on a greater scale since the effects are substantial even if students do not willingly choose to take part in CLIL.en
dc.language.isoeng
dc.publisherUniversity of Jyväskylä, Centre for Applied Language Studies
dc.relation.ispartofseriesApples : Journal of Applied Language Studies
dc.rightsCC BY 4.0
dc.subject.otherahdistus
dc.subject.othervieraskielinen opetus
dc.subject.otherAnxiety
dc.subject.otherUpper secondary school
dc.subject.otherCLIL
dc.subject.otherCLIL modules
dc.subject.otherSelf-efficacy
dc.titleCLIL modules and their affective impact on students with high English anxiety and low self-efficacy
dc.typearticle
dc.identifier.urnURN:NBN:fi:jyu-201906253409
dc.type.urihttp://purl.org/eprint/type/JournalArticle
dc.date.updated2019-07-18T07:36:41Z
dc.type.coarjournal article
dc.description.reviewstatuspeerReviewed
dc.format.pagerange1-15
dc.relation.issn1457-9863
dc.relation.numberinseries3
dc.relation.volume13
dc.type.versionpublishedVersion
dc.rights.copyright© Authors, 2019
dc.rights.accesslevelopenAccess
dc.rights.urlhttps://creativecommons.org/licenses/by/4.0/
dc.relation.doi10.17011/apples/urn.201906253409


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Except where otherwise noted, this item's license is described as CC BY 4.0