Raw data of MOLT (Motivation orientation of language teaching), Oxford Happiness Questionnaire, Attitude Motivation Test Battery and Exam score

Content and language integrated learning (CLIL) reduces first language exposure and may hinder content subject learning due to the language barrier. In addition, those potential shortcomings are feared to negatively impact pupils’ learning motivation and mental well-being. This study examined the case of a Hong Kong primary school where CLIL and non-CLIL classes were run in parallel in grades 1–3. Quantitative data from final exam scores, pupil in-class behaviour in classroom observations and student questionnaires were collated. CLIL pupils (n=68) were then compared with non-CLIL pupils (n=180) in terms of their scores in Chinese (L1) and content subjects (maths and general studies), their motivation in class using the ‘Classroom Observation Scheme aided by MOLT (Motivation orientation of language teaching)’, and their responses in a questionnaire via independent t tests. There was evidence that CLIL pupils learnt just as well, if not better, than non-CLIL pupils in content subjects without jeopardising their first language performance. Their motivation for learning and mental well-being were also on par with those of their non-CLIL counterparts. The results provided support for CLIL instruction at the primary level in a non-European context where the literature is relatively scarce.