University of Zenica, Zenica, Bosnia and Herzegovina
The aim of this paper was to investigate the connection between student motivation and Content and Integrated Language Learning (CLIL) approach at the technically-oriented faculties of the University of Zenica. The past few decades have been marked with ongoing debates on what teaching approaches are most motivating for foreign language learners. It has been agreed upon that student-centered approaches are the most efficient ones. CLIL is one of them. Inherently, CLIL uses foreign language for teaching a particular content, in our case – the engineering one. For the purpose of the research, a questionnaire was conducted among the CLIL students, subsequent to their conference - CLIL 2017, which is the last stage of the CLIL approach to English language teaching at the aforementioned faculties. We hypothesized that the CLIL approach bolsters student
motivation for English language learning more than the ex-cathedra approach. The questionnaire proved the hypothesis true as the results indicated high level of motivation in students. In addition, students expressed great satisfaction with the CLIL in terms of its effect on their foreign language proficiency as well as the knowledge in the content matter
related to engineering. Also, students seem to be well aware of the fact that good knowledge of English language and good knowledge of engineering content create a solid basis for employment.
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