The Effectiveness of CLIL-based Global Telecollaborative Learning on Upper Elementary School Students’ Key Competencies

Abstract

With the emphasis on four key competencies specified in 2015 Revised English Curriculum, the study was implemented to investigate how CLIL(Content-Language Integrated Learning)-based global telecollabo- rative learning(GTL) influnenced on developing Korean upper elementary school students’ four key competencies, communication competency in English, self- managementcompetency,civiccompetency,andknowledge-informationprocess competency. To achieve the study’s purpose, the mixed method including students’ self-assessment, teachers’ evaluation, and interviews with students and teachers was employed in the study. First, the statistical analysis was done with the survey responses from 250 upper elementary school students’ self assessment and those from their six English teachers’ evaluation of their students. A qualitative analysis of interview with 53 students and the six teachers was also used in examining the effects of CLIL-based GTL. The study found that CLIL- based GTL influenced on promoting upper elementary school students’ compe- tencies of the self–management, the civic, and the knowledge-information process. Both the students and the teachers considered the experiences of communication with their partners in English to be pleasant and exciting. However, they also felt some challenges caused by technical issues and lack of English proficiency.