Abstract
The development of language skills in a second language as well as knowmad skills are key to the future employability of students. This research aims to analyze the impact of the introduction of a specific methodology involving the development of both types of skills on students’ motivation and satisfaction in order to foster the development of a bilingual itinerary. The methodology is based on Content and Language Integrated Learning (CLIL) and the sample involved 227 students of the Degrees in Tourism of the University of Córdoba (Spain). Through a model of structural equations, the data analysis revealed that the development of language skills in L2 and the development of knowmad skills had a significant direct effect on the students’ motivation towards learning a second language. The indirect effect of the development of these skills on the students’ satisfaction with the teaching experience was also significant.
Highlights
The design of competences to be included in university education is essential in our globalized and hyperconnected world, where workers must be able to adapt to numerous, rapid changes in the fields of technology, means of communication and management styles
The question is: how can we increase motivation towards second language learning? This paper suggests an approach of invisible learning by means of Content and Language Integrated Learning (CLIL), based on a methodology that involves the use of ICT and the development of knowmad competences
The number of studies carried out in a context with the specific characteristics of this research is more limited. This particular study involves the use of the CLIL approach by using activities based on ICT which entail the development of knowmad competences in a Spanish university
Summary
The design of competences to be included in university education is essential in our globalized and hyperconnected world, where workers must be able to adapt to numerous, rapid changes in the fields of technology, means of communication and management styles. As a result of this global trend, second language learning is currently essential in numerous educational systems all around the world (Nunan 2003; Knell et al 2007). These changes have led universities to face a double challenge: i) to become international centers of excellence with teachers and students from all over the world (Graddol 2006), and ii) to prepare students for a multicultural, multilingual society. Universities, to adapt to this new environment, must promote the implementation of programs taught in a second language –which, in most cases, tends to be English
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