Abstract
ABSTRACT Interdisciplinary approaches in instruction and curriculum development can lead to a more comprehensive understanding of knowledge, resulting in innovative solutions and enhanced problem-solving and research processes. This is particularly important for learning terminology and linguistic structures from various disciplines, both in native and non-native speakers. This study aimed to investigate the impact of two micro models of different interdisciplinary approaches, one of which is parallel and the other is a multidisciplinary approach, in English language teaching on student achievement A quasi experimental research design was developed for two English classes, using a course plan as a micro model of interdisciplinary understanding of parallel and multidisciplinary approaches. The course was implemented for 8 weeks, with two groups of 18 and 13 individuals, and pre-tests and post-tests were conducted. Pre-test results showed no significant differences between the two experimental groups, except for writing skill review. However, post-tests showed both methods were effective in teaching different language skills. Parallel interdisciplinary instruction significantly affected reading skills and average test performance, while the multidisciplinary approach led to significant differences in vocabulary, writing skills, and test scores. Post-tests showed only significant differences in reading section scores, with the parallel multidisciplinary group showing more achievement. Language plays a dual role as a means of education and a reflection of intellectual thought and cultural values, making it crucial to improve the effectiveness of language instruction by utilizing multidisciplinary insights.
Published Version
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