Exploring the role of individual variables in the success of CLIL as an approach to EFL learning
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This dissertation explores the role of individual variables in the success of CLIL as an approach to EFL learning. The study focuses in particular on the role of motivation, autonomy, learning strategies, CLIL learners' attitude towards CLIL education, beliefs about foreign language learning in the success of CLIL. The overarching aim of the study is to bridge the gap in the research on this topic. The research was carried out over one term in two secondary schools in Poland. Two groups of participants were involved in the study, namely, CLIL and non-CLIL learners as the target and control group, respectively. The first group had three content subject lessons conducted in English, namely, History, Physics, and Maths. The latter group had all lessons, except for foreign language classes, in Polish. The data on the role of individual variables were elicited with several standardized questionnaires. At the same time, tests were used to gather data for the analyses of language proficiency gains. The dissertation consists of five chapters, followed by Conclusions, Bibliography, and Appendices.