Evolving Achievement Emotions in Content and Language Integrated Learning: Insights from Korean Middle School Students

Abstract

This study investigated Korean middle school students’ emotional experiences in a semester-long CLIL-based English immersion science program, focusing on changes in enjoyment, anxiety, and boredom. Drawing on Pekrun’s control-value theory, the study examined whether these emotions evolved over time and whether individual differences, such as gender, self-assessed English proficiency, overseas experience, and age of acquisition, predicted emotional change. Seventy-four students participated in the program, which featured bilingual instruction, team-teaching, and scaffolded materials. Emotional responses were measured at two time points using the class-related section of the Achievement Emotions Questionnaire. Results revealed significant increases in enjoyment and decreases in boredom, while anxiety levels remained stable. Correlational analyses showed no statistically significant associations between emotional changes and individual difference variables. These findings suggest that CLIL instruction can foster positive affective development, particularly increased enjoyment and reduced boredom, regardless of learners’ backgrounds. The absence of change in anxiety highlights the need for targeted emotional support beyond instructional design. Overall, the study underscores the role of inclusive, affect-sensitive pedagogy in supporting emotional engagement in content-language integrated classrooms and calls for further longitudinal research using more dynamic affective measures.