本研究旨在探討內容與語言整合學習（CLIL） 在台灣環境中，英語學習動機和學科學習動機對英語學習成就和學科學習成就的相關性。本研究在北台灣的一所公立雙語國小進行，此校以其雙語教學環境而聞名，在包括自然科在內的各個學科領域中採用了內容與語言整合學習方法。此研究涵蓋來自該校內容與語言整合學習課程五年級四個班級的四十一名參與者，在為期四週的課程後，學生填寫英語與自然成就測驗以及學習動機問卷以進行量化分析。研究者再根據自然成績分數，對自然成績最好和最差的學生們進行分組後進入半結構式訪談，深入探討影響他們學習成就的因素。
研究結果顯示，降低英語焦慮和增強自信心對提高英語學業成就的重要性。雖然內在動機可能不會直接影響英語考試成績，但英語焦慮是預測英語成績低落的重要因素。另一方面，自然學習的自我效能感能針對自然學習成就有極強的預測性，從而掩蓋了自然科焦慮的影響。本研究也透過質性研究發現先前的學習經驗、家長的態度和學生的後設認知能力在塑造內容與語言整合學習之中英語和自然學習動機與自然學習成就中的相關性。
本研究在實務教學的貢獻有二。首先，它強調了因材施教的教學方法得以滿足不同自然學習成績的學生的學習需求以提高學生的自我效能。其次， POEC 教學方法可以作為在雙語自然課程中評估學生知識和能力的工具。透過實施這些教學方法，雙語自然老師可以有效地提高學生的學習自我效能及融入內容與語言整合學習的過程。

The research aims to explore the correlation between English and content learning motivation toward English and content learning achievements in the Taiwanese Content and Language Integrated Learning (CLIL) setting. The research was conducted at a public elementary school in Taipei, Taiwan. The school is known for its bilingual learning environment that incorporates CLIL approaches across various subjects, including science. The study includes 41 participants from four fifth-grade classes in the CLIL program. After four weeks of CLIL science lessons, students completed English and science achievement tests and motivation questionnaires for quantitative analyses. Later, based on the students’ science achievement scores, several top and bottom science-achieving students underwent semi-structured interviews to investigate factors affecting their performance.
The findings highlight the importance of addressing English anxiety and promoting self-efficacy to enhance English learning outcomes. While intrinsic motivation may not directly impact English test scores, English anxiety emerges as a significant predictor of lower performance. In contrast, self-efficacy in science strongly predicts academic success, overshadowing the impact of science anxiety. The study also emphasizes the role of prior learning experiences, parental attitudes, and students' metacognitive skills in shaping attitudes and performance in CLIL science.
The pedagogical implications of this study include the following. First, it underscores the role of differentiated instruction in catering to the needs of high and low-science achievers to boost self-efficacy. Second, it introduces the POEC model as an assessment tool aligned with students' knowledge and abilities in CLIL science courses. By implementing these strategies, CLIL instructors can effectively enhance students' learning outcomes and engagement in CLIL science education.

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