Self‐concept and self‐visions in CLIL and non‐CLIL learners and their effect on motivation.

To date, most studies that explore the differences in motivation between content and language‐integrated learning (CLIL) and non‐CLIL learners have been mainly quantitative or have not controlled for differences in socio‐economic status (SES). While many researchers agree that CLIL learners tend to have greater motivation than non‐CLIL learners, there has been little explanation of the reasons behind this difference, perhaps partly because the field lacks studies from the perspective of CLIL students themselves. Based on the L2 motivational self‐system and the construct of self‐concept, this study employed a mixed‐methods approach to explore CLIL and non‐CLIL learners' current and future self‐visions. Fifteen‐year‐old learners in the Madrid region (n = 348) completed a questionnaire that considered their SES levels as well as experiences related to the scales of English self‐concept, academic self‐concept, and teacher expectations. The same learners were then invited to take part in focus groups in which researchers delved into the reasoning behind their motivation. Despite no significant difference in SES levels between CLIL and non‐CLIL learner groups, CLIL participants are found to display a slightly more positive self‐concept and more robust ideal L2 self‐visions, which may explain the perceived greater motivation among CLIL learners to study (in) English. Furthermore, the L2 ought‐to self is found to be a secondary, yet potentially positive force toward higher motivation. [ABSTRACT FROM AUTHOR]