Abstract:
We investigated foreign language anxiety and motivation in CLIL students using a questionnaire we created based on Horwitz et al.'s FLCAS.
We found that most students experience at least one aspect of foreign language anxiety and at the same time many are motivated to learn a foreign language.
We argue that the situation portrayed by our data is mainly due to the adoption of wrong methodologies in the classroom and we suggest how the situation can be improved.
