在外語學習的研究中，性別一直是很重要的變項。在對於外語學習的策略上、動機上、抗拒程度上，男生女生都存在差異。
然而，有不少在CLIL下的學習者，是許多因為性別有差異的地方都比非CLIL的差異更小。Lasagabaster (2008) 認為是在同時學習語言和科目的學習環境下，男生的學習者被驅動了學習動機。
References
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D{“o}rnyei, Z. & Ushioda, E.D{“o}rnyei, Z. & Ushioda, E. (Eds.) (2009). Motivation, language identity and the L2 self (Vol. 36). Multilingual Matters.
Heras, A. & Lasagabaster, D. (2015). The impact of CLIL on affective factors and vocabulary learning. Language Teaching Research, 19(1), 70-88.
Lasagabaster, D. (2008). Foreign language competence in content and language integrated courses. The Open Applied Linguistics Journal, 1(1), .
Masgoret, A.-M. & Gardner, R. C. (2003). Attitudes, motivation, and second language learning: a meta–analysis of studies conducted by Gardner and associates. Language learning, 53(1), 123-163.
Seikkula-Leino, J. (2007). CLIL learning: Achievement levels and affective factors. Language and Education, 21(4), 328-341.