نرگس سردابی - Assistant Professor of TEFL, English Department, Ershad Damavand University, Tehran, Iran
پریسا اجاق - MA in TEFL, English Department, Ershad Damavand University, Tehran, Iran

This study attempted to investigate the impact of creative literacy activities on the reading motivation and reading comprehension of young Iranian learners in the Content and Language Integrated Learning (CLIL) and EFL contexts. A sequential explanatory mixed-methods study was designed in which ۶۵ Iranian female young learners in two different English language settings took part. In the quantitative phase, both groups received the reading comprehension and reading motivation scale as both pre and post-tests. Likewise, the experimental groups received training in terms of creative literacy activities. In the qualitative phase, the learners from both groups were interviewed to explore their reading motivation. Findings revealed that the learners in the CLIL context outperformed their counterparts in the EFL context both in reading and reading motivation. The findings of the study also proved that learners in the CLIL context had a more positive attitude toward L۲ reading. Teachers’ reflective journals further revealed the superiority of the CLIL context over the EFL context in developing young learners’ (YLs) L۲ reading and reading motivation. The findings have implications for the L۲ teachers and curriculum designers when deciding the type of activities and the amount of L۲ exposure for young learners.

CLIL, Creative Literacy Activities, EFL, reading comprehension, Reading motivation, young learners