This study investigates the role of Content and Language Integrated Learning
(CLIL) in enhancing student motivation to learn English in the context of higher
education in Indonesia. Low motivation among EFL learners often results from
boredom, anxiety, and lack of engagement, which negatively affects academic
performance. As an alternative approach, CLIL integrates content learning with
English language instruction, offering meaningful and context-rich experiences that
can boost motivation. This qualitative research employed a case study design
involving twelve English major students who had completed and Language
Assessment course delivered entirely in English. Data were collected through a
close-ended questionnaire and semi-structured interviews, focusing on two types of
motivation: intrinsic, extrinsic. The findings indicate that CLIL significantly
enhances student motivation. Intrinsically, students reported increased curiosity,
autonomy, and engagement. Extrinsically, they were motivated by grades,
expectations, and future career goals. Although some challenges were noted—
especially regarding language difficulty—the overall perception of CLIL was
highly positive. The study concludes that CLIL is an effective method to foster both
language proficiency and sustained motivation among university students in EFL
contexts.

Keywords: CLIL, EFL, extrinsic motivation, intrinsic motivation, and student
motivation.