METHODOLOGY FOR INCREASING STUDENTS’ MOTIVATION IN A HIGHER EDUCATIONAL ICT-BASED CLIL CONTEXT

The joint implementation of a CLIL (Content and Language Integrated Learning) approach and active methodologies like PBL (Project Based Learning), TBL (Task-Based Learning) or Competence-based teaching, through the pedagogical use of ICTs, are the major components in the rationale of a CALL project called BEELT (Building Engineering through English Language Learning). This is a project carried out by the Universidad Nacional de Colombia and the Universitat Politècnica de València, in Spain, whereby a task-based approach is applied to the development and evaluation of key competencies for Civil Engineering students, such as Effective Communication in English and Comprehension and Integration of technical knowledge, in a Content and Language Integrated Learning context and making extensive use of ICTs. In this type of teaching and learning environments, motivational issues are of prime importance, due to the complexity of the educational environment. This paper proposes a methodology to improve the motivation of students in similar kinds of demanding CALL-based educational contexts. The methodology incorporates feedback from students about what kind of learning materials and interactional modes they prefer in order to enhance their language (and content) learning process. This feedback is acquired through the administration of a comprehensive questionnaire whereby students are asked about their view on the key characteristics of good CLIL materials and learning objects, their preferred ways of interacting with teachers, partners, and learning materials, as well as other factors that can contribute to increasing students’ motivation. This research work consists of three major parts. First, the rationale of the project is briefly discussed, including its major pedagogical components. Second, the research methodology (involving a questionnaire to Colombian and Spanish students and including questions about the use of ICTs, interaction modes and their opinion about the best characteristics of learning objects) is described. Third, the methodology is implemented in practice and the results of the questionnaire are presented, interpreted and used as a needs analysis to inform the development of motivating ICT-based learning materials. Finally, some conclusions are drawn regarding the strong and weak points of the methodology.