The aim of this article is twofold: to assess the effectiveness of a CLIL (content and language integrated learning) module on affective factors (motivation and self-esteem), and to test the purported blurring effect of CLIL on gender differences in foreign language learning. Forty-six students in their fourth year of compulsory secondary…

Explored the effects of a number of affective and social variables on learners' engagement in oral argumentative tasks. The assumption underlying the investigation was that students' verbal behavior in oral task situations is partly determined by a number of nonlinguistic and non-cognitive factors whose examination may constitute a potentially…