When CLIL is for all: Improving learner motivation through peer-tutoring in Mathematics

The obligatory provision of CLIL is raising concerns about the discouraging effects it may have. Yet little research so far has explored impact collaborative classroom methodologies on learners' motivation towards both content and language in integration. present study sets out to examine potential benefits peer-tutoring Mathematics for Compulsory Secondary Education. A pretest-posttest with control group design was adopted. Participants were 408 students from grades 7, 8 9 a state-run secondary school based Valencian Community (Spain). Two factors analyzed: intrinsic (i.e. positive attitude enjoyment) motivational force confidence anxiety). Eight focus groups provided qualitative data. Findings point statistical significant increases experimental but moderate effect sizes. experience proves more younger participants (7 graders) enhancing males' females' force. results obtained also suggest that these pedagogical practices reduce students' anxiety, build their self-confidence encourage attitudes CLIL. Implementing CLIL, then, might improve students’ through English.