GREATCLIL Camps Integrating School-Based Curricula: An Analysis of Learning Motivation in Remote Areas of Taiwan

Abstract

Although several studies have suggested the potential of Content and Language Integrated Learning (CLIL) programmes to increase students’ learning motivation, there is a shortage of empirical evidence to support this. This chapter presents the results of a study comparing data from traditional primary and secondary formal English (non-CLIL) classes with data from a CLIL-based summer camp intervention based on an innovative curricular model called GREATCLIL. The research was carried out in remote and rural schools in Taiwan and included 107 school camps. The schools were purposely selected due to their reported low levels of English language study pressure and low English learning motivation. The findings support the efficacy of the GREATCLIL camps, as participants’ affective filter was lower than during their formal classes, with associated lower amotivation and stronger extrinsic motivation and intrinsic motivation, as learning took place in a relatively anxiety-free environment. Although the GREATCLIL students in the study favoured language competence over content knowledge, the findings clearly indicated that content was considered almost as important in terms of learning motivation and associated learning outcomes.