Digital Resources and Materials in CLIL

Research conducted on the use and integration of digital resources and materials in CLIL contexts is still scant. This article presents the results obtained in a study carried out in eight schools in the province of Seville. Questionnaires and interviews were used to collect the data regarding CLIL teachers' and learners' opinions on the use and intergration of digital resources and materials in the classroom. The aims of this study are: (1) to analyse teachers' and learners' perceptions on the integration of digital resources and materials in the CLIL classroom; (2) to analyse how the educational stage affects teachers' and learners' perceptions on this use; and (3) to analyse the type of digital resources and materials in English that learners use outside of the classroom. In order to do so, the following analyses have been carried out: Categorical Principal Components Analysis (CAPTCA); Mann-Whitney U test; qualitative content analysis; finally, Pearson correlation coefficients were calculated. Results show that there are discrepancies between teachers' and learners' perceptions regarding the use of digital resources and materials in the classroom; that these perceptions are affected by the educational stage; and that the type of resources and materials that learners use outside the classroom is determined by the those used in the classroom.