Ali Morshedi Tonekaboni - Young Researchers and Elite Club, Tonekabon Branch, Islamic Azad University, Tonekabon, Iran

The main aim of this study was to find out if university Content and Language Integrated Learning (CLIL) students have a different sense of identity. This study was conducted at a university in a Mashhad. Iranian university students’ interest in taking a Content and Language Integrated Learning (CLIL) course conducted in English was assessed. In addition, a questionnaire was utilized to measure intrinsic motivation, international outlook, and anxiety. An independent sample t-test in SPSS was performed in order to look at how these individual differences differ between the two groups; (Yes to CLIL group and the No to CLIL group). Intrinsic motivation and international outlook showed significance with medium to high effect size, while anxiety did not show any significance between the two groups. Participants who showed interest also ranked on a 4-point scale their preference in taking 14 different academic content courses. After analyzing their responses, self-efficacy appears to be a pivotal reason for their lack of interest. In the discussion, the researcher addressed how CLIL needs to become more inclusive rather than exclusively designed to meet the needs of the highly motivated and competent learners. Instructors need to find ways to make CLIL courses more accessible to those who are interested in taking such a course, but lacking belief in their own ability to do so.

CLIL, SLA, language learner identity, intercultural awareness, intercultural communication