TEACHING ICT THROUGH A FOREIGN LANGUAGE: MOTIVATION ISSUES K.S Grigorieva 1 , N.I. Batrova 1 , D.A. Vedenkin 2 , R.R. Yakhina 2 1 Kazan Federal University (RUSSIAN FEDERATION) 2 Kazan National Research Technical University named after A.N. Tupolev – KAI (RUSSIAN FEDERATION) Abstract Due to globalization new educational approaches need to be implemented into the study process of higher educational institutions. The usage of a foreign language (especially English) as a medium of instruction has been a growingly popular practice in terms of teaching highly qualified specialists in different fields of science. Content and Language Integrated Learning (CLIL) has been successfully used (both in Russia and internationally) to increase students’ foreign language proficiency, studied content and students motivation. Following the trend of globalization and internalization, Kazan (Volga region) Federal University provides a number of study courses in English. The article considers the example of the pre-service English teachers. In this particular case the students were supposed to reach a number of objectives: to study the content of the "Information and communication technologies (ICT) in teaching foreign languages" course; to increase their foreign (English) language proficiency; to master the basic methods of implementing ICT in a foreign language class. Particular attention is paid to motivational issues and issues of psychological comfort within a foreign language environment, especially when a foreign language is used as a medium of instruction. We based our study on L2 Motivational Self System (Dörnyei, 2009), which is considered to be the leading one in Second Language learning motivation. The article presents the results of a primary empirical study on the evaluation of academic motivation aimed at identifying possible correlation between the features of student motivation and the issues of psychological comfort when a foreign language is used as a medium of instruction. The results of empirical research showed that at the present stage of learning communicative and professional motives dominate. The same position is occupied by the motives of creative realization and educational and cognitive motives. Motives of prestige and social motives are expressed least of all. Based on the finding, we came to the conclusion that the process of studying at the university is not considered by the students as a prestigious goal in itself. It is considered to be a process of professional development that is fully perceived by the students. Keywords: motivation, ICT, teaching foreign languages, CLIL. 1 INTRODUCTION Due to globalization new educational approaches need to be implemented into the study process of higher educational institutions. Using English as a medium of instruction is one of the core factors of internalization in the sphere of higher education. The usage of a foreign language (especially English) as a medium of instruction has been a growingly popular practice in terms of teaching highly qualified specialists in different fields of science. Content and Language Integrated Learning (CLIL) has been successfully used (both in Russia and internationally) to increase students’ foreign language proficiency, studied content and students’ motivation ([1], [2], [3], [4]). Second Language learning motivation is a complex dynamic system that is influenced by many internal and external factors. Russian researchers [5] considered psychological issues of Second Language learning motivation. From this particular viewpoint, motivation is a system of stimulating impulses inspiring the learner, in case of teacher’s positive attitude and efforts, to master a foreign language and develop foreign language skills [6]. The following definition of Second Language learning motivation seems to be the most appropriate: «motivation provides a primary impetus to initiate learning in the L2 and later the driving force to sustain the long and often tedious learning process» [7]. In spite of the fact that the term has no unified Proceedings of ICERI2018 Conference 12th-14th November 2018, Seville, Spain ISBN: 978-84-09-05948-5 10383