Motivational Effects of Technological Resources in Bilingual Education Settings

Authors

DOI:

https://doi.org/10.17583/remie.2019.3800

Keywords:

Motivation, technological resources, videos, CLIL, bilingual education settings

Abstract

Neuroscience research shows that motivation is considered to be one of the determining factors for effective learning in any context. In the modern technological era, the motivational effect of the use of technological resources in bilingual settings is an interesting field of research. Considering this assumption, the aim of this study is to analyze whether students are more motivated when learning history and science subjects within the CLIL (Content and Language Integrated Learning) approach if videos are used. This study was conducted on primary school students from third grade to sixth grade. It involved “Ginés de Sepúlveda” and “La Inmaculada” schools in the province of Cordoba in Andalusia, Spain. The sample comprised 85 students. Eclectic research combining a qualitative and a quantitative methodology has been applied in this study. The findings show that the use of videos within the classroom motivates students, by creating a relaxing and comfortable environment in bilingual education settings.

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Author Biography

Cristina Morilla García, University of Córdoba

Coordinator of the Double Degree of English Studies and Primary Education. Lecturer and researcher of Department of English and German Philologies of the University of Códoba. Doctor specialist in bilingualism and multiple intelligences. Teaching in different grades and in the Advanced Master English Studies and Bilingual Education. Member of the research group HUM859 / SICA of the University of Almería.

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Published

2019-02-14

How to Cite

García, C. M., & Jurado, B. G. (2019). Motivational Effects of Technological Resources in Bilingual Education Settings. Multidisciplinary Journal of Educational Research, 9(1), 88–116. https://doi.org/10.17583/remie.2019.3800