In recent years, the number of CLIL (Content and Language Integrated Learning) classes has increased dramatically in universities across Asia. While the approach is intended to increase student independence, my observations suggested that classes are often lecture-based and teacher-centred. Learner interviews revealed further problems: some students’ independent research was performed in their L1, and some struggled with understanding and discussing new concepts in English. This led to the development of a CLIL-based class for university students in Japan, in which groups of learners collaborated on creating short movies. This presentation will outline some elements of the course, from learning basic screenwriting, to rehearsal of actors, and finally to making a five-minute narrative film. Questionnaire responses show that the students’ motivation increased throughout the course, and that their confidence in using the Four Skills improved. These findings have implications for wider use of collaborative activities to improve L2 motivation and competence.