Increasing academic motivation through Integrated Language and Content Learning (CLIL) and Information and Communication Technologies mediated by the constructivist approach.
Abstract
The Russian educational system is facing a certain transition of educational paradigms towards constructivist approach. The article presents the results of the empirical study of defining and assessing the degree of Master students’ academic motivation in terms of CLIL and ICT–education based on constructivist approach. The studied motives are communicative motives, avoidance motives, motives of prestige, professional motives, motives of creative self-realization, educational and social motives. The study displayed a number of challenges that Master students faced when developing on-line-based CLIL modules and the way the following challenges influenced their academic motivation.
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