Contextual antecedents and motivational mediators in EFL summary-writing and future CLIL course choices

Summary writing is a critical skill for EFL learners. It integrates reading comprehension, content reorganization and rephrasing, which are core elements of the reporting functions in the cognitive discourse function (CDF) list in Content and Language Integrated Learning (CLIL). Grounded in Situated Expectancy-Value Theory (SEVT) and Engagement Theory (ET), this study proposes a motivated CLIL model to examine how contextual antecedents, namely reading comprehension and instructional quality, interact with motivational mediators, namely ability self-concept, task values and engagement, to predict EFL learners’ summary-writing performance and future CLIL course choices. Using a mixed-methods design, the study analyzed survey data from 227 students across three Asian CLIL courses, along with interview data with six students and seven teachers. Structural equation modeling (SEM) revealed that reading comprehension and instructional quality indirectly influenced writing performance via ability self-concept, motivation and engagement, and shaped future course choices via ability self-concept and motivation. Qualitative (QUAL) findings supported the model and emphasized the need for extended instruction to improve paraphrasing skills. The results validate the motivated CLIL model and highlight the pedagogical value of explicit summary-writing instruction. Addressing both contextual antecedents and motivational mediators is essential for optimizing CLIL outcomes across settings.