Abstract
This research study analyzes the effect the implementation of language-driven CLIL has on senior learners from Manuel J. Calle High School in Cuenca, Ecuador in relation to the development of written production in terms of Syntax, Content, Communicative Achievement, Organization, and Language compared to a non-language-driven CLIL classroom. There were 40 participants in the experimental group, and 38 participants in the control group. Learners from the experimental group received a condensed 35-hour intervention using CLIL. This study features an exploratory, mixed-method, and quasi-experimental research design. To collect qualitative data, an open-ended questionnaire was administered to explore the subjects learners preferred to study in a language-driven CLIL classroom. To collect quantitative data, a Pre and Post-Test based on the writing section of Cambridge Objective Primary English Test was administered. The data was analyzed through the Independent T-Test and Paired-T-Test to determine if there was a statistically significant difference present between the language-driven CLIL classroom and the non-language-driven CLIL classroom. The data was calculated through the Statistical Package for Social Sciences (SPSS). A survey was administered to collect data on learners’ perceptions about CLIL and then analyzed statistically. Results indicated that learners preferred to study History, Biology, and Spanish Language and Literature. Results also demonstrated that the experimental group also demonstrated improvement in all the examined parameters when compared to the control group. However, when results from both groups are compared, there is only a statistical improvement in Organization and Syntax.
Highlights
Learning a foreign language has become a growing need in this globalized world
Findings revealed that both groups (32% in the control group and 50% in the experimental group) preferred History
Sub-topics and themes for planning language-driven CLIL lessons were selected by learners
Summary
Learning a foreign language has become a growing need in this globalized world. Acquiring the four skills of a foreign language can be an easy task for some or a tedious task for others. Of the four language skills, it is said that writing is the last and most difficult skill to perfect when learning a second language (Al Fadda, 2012; Nasser 2016; Indrawati & Ayob, 2018). Calle High School, a public school located in downtown Cuenca, Ecuador, show low proficiency in writing. This is a peculiar fact since they have been studying English for six years by this point in their studies (Ecuadorian EFL Curriculum, 2016)
Sign-in/Register to view highlights & summary Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callDisclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
