Motivating and demotivating factors for Chinese as a foreign language learners in a British CLIL program

This study investigates Mandarin Chinese learners’ motivation in a Content and Language Integrated Learning (CLIL) program British secondary school from the perspective of learning environment, learner engagement, identities. Fifteen pupils who are as foreign language (CFL) have been interviewed individually or focus group. The results indicate that context L2 pupils’ experience contribute to their sustained motivation. More specifically, nature CLIL subjects, teachers teaching methods, peers, tasks, examinations all play an important role motivating demotivating students. Pedagogical implications discussed with suggestions for maintaining students’ programs. article fills gap field motivational by bridging CFL context.