Lina Chi: When Curiosity Meets Confidence: Interest and Self-Efficacy Development in Young EFL Learners

This longitudinal mixed-methods study followed 46 Chinese primary EFL learners across CLIL and non-CLIL classrooms to explore how these two motivational dimensions developed over time. Questionnaire data, classroom observations, focus-group interviews and teacher data revealed distinct developmental trajectories.

CLIL learners experienced greater motivational fluctuation as they navigated the combined cognitive and linguistic demands of content learning, while non-CLIL learners generally showed more stable patterns. Across both contexts, interest and self-efficacy were positively related and shaped by challenge, successful experiences, emotions and classroom support. The findings suggest that motivation is not a fixed learner characteristic but a dynamic process.