Learning Program Research Articles

Internal Medicine Residency Program Applicant Perceptions of the SPLIT Recruitment Model Before and After Universal Virtual Interviews.

Enhancing residency recruitment with modifications to interviews has been an area of national interest, further catalyzed by the transition to universal virtual interviewing (UVI). In 2018, our internal medicine residency program redesigned the recruitment process using virtual interviews. Evaluating this recruitment model allows programs to identify applicant perceptions of each component as they consider enhancements. The new model, termed "SPLIT," included separating optional applicant visit days (AVD) from interviews (S), a pre-interview supplemental form (P), learning program information from a dedicated website (L), virtual interviews (I), and flexible timing (remote interview day and site visit) (T). Applicants for the 2019 to 2023 Match who interviewed at one university-based internal medicine residency program. After rank list certification and before the annual Match, interviewed applicants were surveyed regarding their perceptions of the SPLIT process. Responses before (2019-2020 Matches) and after (2021-2023 Matches) UVIs were compared. A total of 386 (75%) of 515 respondents favored video interviews. This preference was stronger in the post-UVI group (92%) than in the pre-UVI group (57%) (p < 0.001). In total, 76% of respondents attended an AVD (virtual or in-person). Applicants in the post-UVI group also favored having interviews separated from the AVD (p = 0.006) and optional AVDs (p < 0.001), more than those in the pre-UVI group. In the pre-UVI cohort, those who attended an in-person AVD tended to report a higher program understanding (OR 7.8), satisfaction with SPLIT (OR 2.1), and a better recruitment experience (OR 2.0). Virtual interviews were highly rated with increased preference following universal adoption. Optional AVDs separated from virtual interviews enhance applicant understanding of the program and were more effective when offered in-person before the pandemic-related restrictions. As programs begin to reintroduce in-person elements, the SPLIT recruitment model offers an innovative approach that addresses applicant and program needs.

Financing Higher Education in Kenya, 1960-2012

In the last two decades or so Kenya has witnessed increased demand for university education. This has forced education planners to experiment with a number of strategies to admit these increased numbers of qualified students to existing public universities. These strategies have seen remarkable flexibility in public university programs and admission requirements. Some of these strategies include: evening programs, weekend programs, holiday programs, and open and distance learning programs. But one which has raised enough public attention is the variedly labeled parallel, module two or self- sponsored students programs. Although this program has substantially increased access to public university education in Kenya, it has equally been criticized particularly on its ability to deliver quality university education. The argument has been that the programs were primarily tasked with the purpose of raising income and ensuring institutional survival in the prevailing harsh economic conditions. What is however unknown is the extent to which the program has promoted quality training for students and improved skills for public university academic staff. The brief paper seeks to address this gap. The paper is extensive review of secondary data and personal observations. The paper concludes that the introduction of cost sharing and the increasing need for the universities to fundraise to effectively meet the budgetary deficits has negatively affected the quality of public university education in Kenya

Laying Foundations for Islamic Teacher Education

Increasingly, educators committed to the vision of Islamic schooling are expressing sentiments of moral dissonance. On the one hand, they choose Islamic schools because they aspire to affect hearts, nurture whole human beings, and grow spiritually while impacting their learners’ sense of higher purpose. On the other hand, they are up against an era of globalised educational reform, characterised by neoliberal-engendered market forces and neoliberal policy logic that promote performativity and efficiency. This narrows what counts as learning, technicises the art of teaching, and assumes all learning that counts is visible and measurable. The teacher education and ongoing professional learning that educators working in Islamic schools have access to remains bifurcated. It is unable to address how an educator committed to tarbiya as “soul-making” ought to navigate aspirations with realities. This paper serves as the introduction to a special issue (SI) dedicated to conceptualising why Islamically grounded teacher education is needed and what it may entail. This SI will also offer empirical studies related to existing Islamic teacher education and professional learning programmes that capture essential reflections for a burgeoning subfield of Islamic Education Studies. In this introduction specifically, the co-editors and a co-author colleague make three big moves to lay the foundations for Islamic teacher education, including (1) establishing urgency for why Islamic teacher education is needed, (2) conceptualising what makes teacher education “Islamic”, and (3) providing an example of one Islamic teacher education programme’s attempt to advance a coherent professional learning journey for Islamic school educators. Together, these three moves serve as an attempt to redress bifurcation and advance a contextually relevant in-road to teacher education that is rooted in an Islamic paradigm and worldview while conversant with contemporary debates in education.

Enriching the professional capital of primary school teachers to assess play and learning through play

ABSTRACT This paper explores the significance of a tailored professional learning program (PLP) for transforming primary school teachers’ practices through fostering the development of professional capital; specifically human capital. The focus of the PLP was on assessing play and learning through play for Foundation teachers (the first year of formal schooling) in Victoria, Australia. Drawing from professional capital theory, the study engages with a significant issue through a mixed methods approach. Findings showed that the tailored PLP enhances teachers’ abilities to not only implement play-based learning but also to assess children’s play abilities and learning through play. The study underscores the importance of professional learning in facilitating teachers’ capacity to integrate play-based approaches into the curriculum effectively, while also identifying the tensions between teachers’ learning about assessment through play and navigating this approach in the classroom with competing external and mandated school policies. The paper adds to existing literature highlighting the pivotal role of professional learning when situated as a social practice in shaping teachers’ practices and confidence. It provides ways to promote reflective dis[positions which impact professional learning opportunities and processes, while also pointing to the transformative conditions of social arrangements and personal aspects that enable agency, collegiality and deliberation.

Learners Attitude and Academic Success Towards Science

Aim. COVID-19 disrupted education, leading to new learning methods. Other factors like attitude are overlooked but can aid effective learning. This paper explores two major variables: the learners’ learning attitude and academic performance in science. The study analysed students’ learning attitude, academic performance, and relationships in a blended learning setting for science. Method. The study used a mixed-methods design, with both quantitative and qualitative phases. Participants were in a blended learning program. Results. Learning can happen in a blended learning modality, with the learners’ mean grade of 87.03 (Very Satisfactory). Learners have a favourable learning attitude towards science (3.49; moderate attitude). The highest aspect of the learning attitude of learners in the blended learning modality is affective (3.72; high attitude), followed by cognitive (3.62; moderate attitude) and behavioural (3.15; moderate attitude). Furthermore, there was a positive correlation, r(78) =.48, p &lt; 0.01, between the LLATS and SAP of the learners in blended learning. Conclusion. Learning can effectively take place in a blended learning modality. Learners exhibit a positive attitude towards science learning in a blended learning environment, with affective attitudes ranking the highest, followed by cognitive and behavioural attitudes. This can be attributed to the teachers’ efforts in providing ample opportunities for the development of both affective and cognitive aspects of attitude. However, the pandemic has presented limitations in cultivating positive behaviour attitude. Learners persevered through challenges, thanks to dedicated teachers fostering positivity and academic growth.

Perceptions of Secondary School Students towards 3CP Digital Learning Programme

Perceptions of Secondary School Students towards 3CP Digital Learning Programme

“That Student Experience Was Real.” “How College Graduates of Color Benefit From Experiential Learning Through on-Campus Employment.”

Background: For decades, researchers have explored how college students participate in experiential learning, yet sparse work has engaged with Undergraduates of Color 1 in these spaces or Graduates of Color after they leave campus. Purpose: This study engaged with 13 Graduates of Color (bachelor's degree holders) to understand their experiential learning outcomes through their appointment as on-campus undergraduate employees. Specifically, we explored whether Graduates of Color developed post-graduate employability through their on-campus experiential learning. Methodology/Approach: This study employed qualitative methods through in-depth, semi-structured hour-long interviews with Graduates of Color. Findings/Conclusions: Aligned with Knight and Yorke's USEM model, findings suggest Graduates of Color (while undergraduates) developed considerable understanding, skillful practices, efficacy beliefs, and metacognition as on-campus undergraduate employees in experiential employment positions, amplifying their employability and professional development competencies. Implications: Implications for research and practice include intentional recruitment of Undergraduates of Color to on-campus experiential employment, as well as an increased research emphasis on how Undergraduates of Color access and experience on-campus employment and experiential learning programs.

Development of Collaborative Online Learning Model Based on Case Method in Optics Courses to Train Creative and Communication Skills

Learning models really need to be developed to meet the demands of the world of work and keep up with existing technological developments, especially in the field of physics. This study aims to produce a collaborative online learning model based on the case method in optics courses. This research uses the Research and Development (R&amp;D) method with the ADDIE model. The ADDIE model has five steps that need to be carried out in a structured manner because they are systematic, namely analysis, design, development, implementation and evaluation. The number of participants in this research consisted of 12 physics education students from Uhamka Jakarta and 13 physics education students from Unismuh Makassar. The number of lecturers involved was 5 people, with details of 3 from Unismuh Makassar lecturers and 2 from Uhamka Jakarta lecturers, all participants, both lecturers and students, carried out activities in the collaborative LMS that had been developed previously. The based on the process of implementing a collaborative online learning program. The analysis stage is the first step which aims to match the learning outcomes with the type or form of the digital module in the Optics course chosen. The design stage is to organize and design learning activities and videos. The development stage is the stage of building digital modules by assembling them into SPADA Unismuh Makassar. The number of students in the high improvement category in creative skills is 50% and in written communication skills is 60%. This shows that the use of collaborative online learning design in optics lecture activities related to geometric optics material has moderate effectiveness in improving creative thinking and communicative skills.

Student and graduate perceptions of a ‘clients as teachers’ experiential learning program on development of family-centered practice

ABSTRACT Family-centered practice (FCP) is a healthcare framework which prioritizes the voices of clients and their families to allow them to achieve their goals and optimize quality of life. However, current research evidence indicates weaknesses in the education of university students to develop skills in FCP. An Australian university’s Parent Tutor Program (PTP) is a ‘clients as teachers’ experiential learning program which aims to improve students’ understanding of FCP in their first year as speech-language pathology (SLP) students. This study aimed to investigate the impact of the PTP on (1) SLP students’ perceptions of their understanding of FCP and (2) SLP graduates’ perceptions of the long-term implementation of FCP. Two focus groups, one with SLP students, and one with SLP graduates, were conducted. Data were analysed inductively through open coding, followed by synthesis into themes and subthemes. Participants believed that the PTP instilled a strong value of FCP. The participants conveyed that the PTP was part of a larger experiential journey in learning FCP. The immediate and long-term impacts of the program were identified within the student and graduate reflections. The findings of this study will inform tertiary educators of the value of ‘clients as teachers’ programs in higher education.

A machine learning and linear programming aided approach to wine ranking and selection

PurposeThis paper aims to mitigate the subjective nature of wine rating by introducing statistical and optimization tools for analysis, providing a unique approach not found in existing literature.Design/methodology/approachThe research uses an unsupervised machine learning algorithm, k-means, to cluster wines based on their chemical characteristics, followed by the application of the PROMETHEE II multicriteria decision-making model to rank the wines based on their sensorial characteristics and selling price. Lastly, a linear programming model is used to optimize the selection of wines under different scenarios and constraints.FindingsThe study presents a method to rank wines based on both chemical and sensorial characteristics, providing a more comprehensive assessment than traditional subjective ratings. Clustering wines based on their characteristics and ranking them according to sensorial characteristics provides the user/consumer with meaningful information to be used in an optimization model for wine selection.Practical implicationsThe proposed framework has practical implications for wine enthusiasts, makers, tasters and retailers, offering a systematic approach to ranking and selecting/recommending wines based on both objective and subjective criteria. This approach can influence pricing, consumption and marketing strategies within the wine industry, leading to more informed and precise decision-making.Originality/valueThe research introduces a novel framework that combines machine learning, decision-making models and linear programming for wine ranking and selection, addressing the limitations of subjective ratings and providing a more objective approach.

Innovating Social-Emotional Learning to Enhance Positive Engagement of Youth With Social Media: A Comprehensive Review of Why and How.

The rising mental health burden among youth, exacerbated by excessive social media use and other risks associated with digital engagement, necessitates urgent and innovative preventive solutions. The existing research supports the notion that smartphones and social media significantly impact youth mental health, advocating for age restrictions to mitigate worsening psychological distress in the young.This comprehensive narrative literature review synthesizes research on the dual role of social media in shaping well-being among youth and explores how social-emotional learning (SEL) programs can be adapted to encourage a healthy relationship with digital platforms. Innovating SEL programs by incorporating educational techniques such as Problem-Based Learning, Inquiry-Based Learning, and Project-Based Learning inculcates real-world problem-solving and holds significant promise for fostering self-realization and self-regulation among the youth. By inculcating skills related to mindful technology use within SEL programs, students can learn to navigate social media and other technology related risk factors in a way that supports their mental health and overall well-being. The goal is to empower students to make informed decisions about technology and social media use, understand its effects on their mood and mental state, and practice techniques that contribute to a healthier, more balanced digital life. This holistic approach not only mitigates the risks associated with digital overuse but also leverages technology as a tool for enhancing personal and social development. Well-designed, innovative programs backed by thorough feasibility studies can help cultivate a generation of emotionally intelligent, resilient, and adaptive learners who can thrive in an increasingly complex digital landscape. Future research should focus on longitudinal studies to assess the long-term effects of these SEL innovations and develop scalable models that can be implemented across various educational settings.

Evaluation of Self-Directed Learning Readiness Among Medical Students in Sharjah, the United Arab Emirates.

Self-directed learning (SDL) has become an essential learning principle in medical curricula and a requirement of the professional accreditation standards. It has been advocated that SDL is an effective learning strategy for medical students to develop competence in knowledge acquisition and in promoting life-long learning. Although it has been presumed that problem-based learning (PBL) improves the learner's SDL readiness (SDLR), its effects arestill debatable. This study aimed to investigate the readiness for self-directed learning readiness (SDLR) among undergraduate medical students in problem-based learning (PBL) and non-PBL programs, examining the influence of gender, academic performance, and program year level. This cross-sectional study used a validated instrument, the SDLR instrument (SDLRI), to assess self-directed learning readiness. It consists of 20 items classified into the following four domains: learning motivation (six items), planning and implementation (six items), self-monitoring (four items), and interpersonal communication (four items) based upon a five-point Likert scale. Additionally, demographic data like academic year level, gender, and the student's final grade from the previous semester were collected. Questionnaires were administered to students in their first, third, and fifth (final) academic year across three different medical colleges in the United Arab Emirates (UAE). One of these colleges adopts a hybrid problem-based learning (PBL) approach, while the other two follow non-PBL programs. A total of 386 responses were collected, with 200 students (51.8%) from the hybrid PBL program and 186 students (48.2%) from the non-PBL programs. The overall mean SDLR score was 59.0±18.2. In both programs, the high-achieving students scored SDLR of 64.7±18.0 (n=112), which was statistically significantly higher than the eight medium- and low-achieving students, 57.8±17.2 (n=224). However, the overall SDLR score showed no significant difference in gender or between PBL and non-PBL programs. Although the SDLR increased as PBL students advanced in the program, it decreased in the non-PBL curricula. However, this difference was not statistically significant. The high-achieving students displayed a higher level of SDLR than 10 of the medium- or low-achieving students, regardless of the educational program. This highlights the essential effect of the intrinsic factor for undertaking SDL and implies that students should initiate the process. Moreover, enhancing personal development and SDL educational practices might be effective in improving SDLR if partly implemented in medical programs.

A cooperative learning intervention for improving a simulation-based paediatric nursing course: A quasi-experimental study

AimThis study aimed to examine if a cooperative intervention improved outcomes for a simulation-based paediatric nursing course. BackgroundFostering cooperative learning can enhance student engagement and improve learning. Simulation-based courses provide nursing students an opportunity to practice and hone nursing skills when hands-on experiences are limited. Providing instruction in cooperative learning could improve course outcomes. DesignA quasi-experimental study with pre-test/post-test assessments. MethodsThird-year nursing students enrolled in an 18-week paediatric simulation-based nursing course were purposively recruited (N = 110). One class (n = 55) received a researcher-developed cooperative learning program, which encouraged student support during class activities and simulations. The second class (control) received usual class instruction and simulations. The efficacy of the intervention was assessed by comparing mean scores at class enrolment (pre-test) and completion (post-test) for self-perceived problem-solving attitude, cooperative learning experience and knowledge of paediatric nursing. Paired t-tests compared pre-test with post-test scores for the two groups. ANCOVA examined differences in mean scores between groups. Correlations between differences in mean pre-test and post-test subscale scores for problem-solving attitude and cooperative learning experience were also examined. ResultsThere was no significant difference in age or gender between groups. Mean post-test scores on the final exam were significantly higher for students who received the intervention (85.26, 95 % CI 84.19, 86.33) compared with controls (83.61, 95 % CI 82.52, 84.69; F = 4.63, p = 0.034). There were no significant differences in total scores for problem-solving attitude or cooperative learning experience or between groups. For the intervention group, two problem solving subscales were correlated with two cooperative learning subscales: problem solving confidence with learning motivation, respectively (r = 0.302, p = 0.025) and personal control with classroom learning, respectively (r = 0.389, p = 0.003). For the control group, approach-avoidance problem solving was negatively correlated with cooperative learning efficacy (r = −0.343, p = 0.01). ConclusionsCompared with the control group, nursing students who received the cooperative learning intervention had higher scores for knowledge of paediatric nursing, as well as learning motivation and attitude and problem-solving confidence, suggesting that the researcher-designed intervention facilitated simulation-based learning as well as confidence in problem-solving. Nurse educators could easily integrate the intervention into simulation-based paediatric nursing courses to enhance students' problem-solving abilities.

Program pembelajaran bagi peserta didik autis di Raudhatul Athfal Maestro NU Purbalingga

The study conducted at Raudhatul Athfal NU Maestro Purbalingga outlines the learning program for autistic students in group A as well as the problems faced by teachers in the 2022/2023 school year. This type of research is descriptive qualitative. The subjects of this study consisted of a class teacher and a group A student who had been detected as autistic. Data collection was done through interviews and observations. The data obtained was tested for validity by increasing persistence, triangulation, and using reference materials. Data analysis techniques were carried out by collecting data, reducing data, presenting data, and drawing conclusions. Without special preparation, autistic students joined their classmates. Teachers use various learning approaches, such as games and movements, and adjust their schedules accordingly. Due to limited electronic means, learning media is more traditional. Standardized adjustments for autistic children are used to conduct holistic evaluations. The absence of special preparation, the absence of a dedicated space, and the difficulty of handling and evaluating autistic students, which interferes with the overall learning process, are the main obstacles.

Facilitating and supporting employability in law: Reflections on the need for agile communication

There is an increasing focus on enhancing employability for students in higher education. Yet academics who facilitate and encourage opportunities to support student employability are often doing so with a quiet agility. This paper reflects on my first year coordinating a work-integrated learning program and the development of skills necessary for such roles in a tertiary law context. Grounded in the well-recognised literature on positive professional identity and contemplating the concept of ‘pracademic identity’, these reflections offer insights on the experience of traversing across multiple professional spheres to enhance employability for students. In particular, this reflection piece seeks to uncover and highlight the skills essential to roles facilitating employability for law students.

Multi-Cultural and Local Wisdom-based Curriculum Development Model in the Independent Campus Learning Program to Improve Graduates' Micro Skills

In the Independent Campus Learning Program [Merdeka Belajar Kampus Merdeka (MBKM)], the 5-1-2 learning pattern is used in the undergraduate program. In implementing this pattern, curriculum coherence is needed between study programs and between institutions. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. A model for developing a curriculum based on local wisdom and multiculturalism was created to improve the micro-skills of program graduates. In order to attain the objective, a hierarchical pattern of relationships is employed, beginning with the central construct, primary dimension, and indicator. A structural Equation Model (SEM) is used to analyse the relationship between variables, while an inductive approach is used for exploratory purposes to identify factors. In order to evaluate the dependability of the model, a study was conducted at two different universities in Indonesia: Sultan Ageng Tirtayasa University in Serang, Banten Province, and Galuh Ciamis University in West Java Province. The study involved testing the coherence of the curriculum of various programs at both universities and evaluating the micro-skills of graduates who had participated in the MBKM program. Samples from the 4 study programs implementing MBKM at the two universities were used to test curriculum coherence. Then, to determine the increase in graduates' micro-skills, a sample of 70 students was used. The results of the analysis show that curriculum development has a direct effect on improving graduates' micro-skills. In developing the curriculum, three factors strengthen micro skills improvement: development of knowledge, responsiveness to technological developments, and relevance to needs.

ChatGPT as a Learning Assistant: Its Impact on Students Learning and Experiences

ChatGPT is largely acknowledged for its substantial capacity to enhance the teaching and learning process despite some concerns. Based on the available literature, no study compares groups of students using ChatGPT and those who did not, more so in programming. Therefore, the main goal of this study was to examine how ChatGPT affects SHS students' learning of Python programming with students who did not use the AI tool. An independent t-test revealed that there is a significant difference between students who utilized ChatGPT and high-performing students who did not use it, but the observed difference is not likely to have practical significance, indicating the potential of ChatGPT to enhance students’ programming proficiency. The effectiveness of ChatGPT in providing solutions and improving understanding was also supported through students' experiences. Four themes were derived from the thematic analysis of students’ shared experiences: students were appreciative and satisfied, students were amazed and surprised by ChatGPT’s ability, students acknowledged ChatGPT’s limitations, and students treated ChatGPT like a human being. The study concludes that ChatGPT can complement conventional teaching approaches but underscores the importance of independently cultivating students' problem-solving abilities, and cooperation between educators and developers can augment the role of AI-driven tools in education.

Idārah Tanfīdz Barnāmaj Ta’līm Al Lughah Al-‘Arabiyah Litarqiyah Kafāah Al Lughah

Management of implementing the Arabic language learning program at the Al-Muhibbin Islamic Boarding School is a planned process. Because considering the current situation where Arabic has become a necessity for today's society in order to be able to keep up with changing times which are increasingly global and not to be left behind by other countries. Therefore, Arabic language learning programs are very important. This research discusses the management of implementing the Arabic language learning program at the Al-Muhibbin Islamic Boarding School. This research uses a qualitative descriptive method, and data collection is carried out by observation, interviews, and documentation. The results of this research indicate that the implementation of the Arabic language learning program at the Al-Muhibbin Islamic Boarding School is going well. There are two Arabic language learning programs at this Islamic boarding school, namely main activities and additional activities. The main activity in this program is classroom learning. This activity goes through three stages, namely introduction, core activities, and closing activities. Activities are held at 14.00-16.00 and 20.00-22.00. Meanwhile, additional activities are divided into daily activities, namely additional mufrodat and muhadasah al-yaumiyah. The weekly activity is muhadhoroh. The annual activities are FASTABIN and rihlah lughoh. Overall, the management of the implementation of the Arabic language learning program at the Al-Muhibbin Islamic Boarding School reflects a strong commitment to providing useful experiences for the students to improve their Arabic language skills and understanding of religion as evidenced by their enthusiasm when participating in this program, their communication practices using Arabic.

Current state of education in venous diseases within vascular surgery training programs in Italy: A national web-based survey among residents

Background To analyze the perception of vascular surgery trainees from Italian schools of Vascular Surgery regarding the level of practical and theoretical education in venous diseases. Methods An anonymous electronic survey was sent to Italian vascular surgery residents affiliated with 19 universities, asking about their training and experience in the management of venous diseases. The survey gathered information on the residents’ personal and demographic details, their university’s teaching program, operative experience in phlebology, as well as their confidence levels in performing various venous procedures, with the goal of analyzing the training and learning programs provided by Italian vascular surgery schools. Results The analysis showed that 28% of programs do not include phlebology in the curriculum, and more than 40% of residents are unable to independently perform venous duplex ultrasound or treat venous ulcers. Additionally, most residents (over 70%) have limited weekly exposure to phlebology cases, with only 5% having access to a dedicated phlebology operating room. The vast majority of residents (96%) expressed a strong desire to deepen their knowledge and skills in this field, particularly in areas such as endovascular ablation techniques, venous duplex ultrasound, and management of deep venous disease. Conclusions The survey reveals significant limitations in phlebology education and hands-on experience within the current training programs, highlighting the need to standardize and enhance venous disease management education in order to ensure that future vascular surgeons are adequately equipped to provide high-quality care for patients with a wide range of venous disorders.

A Longitudinal Exploration of Perception and Production of English Codas in CLIL Settings

Second language speech perception and production remain an enduring concern in second language acquisition, as research evidence seems to suggest that there is not a straightforward correspondence between these two speech domains and that their interrelationship seems to be of a complex nature. The present proposal intends to contribute to the inspection of such a relationship by observing the development of perception and production skills of English codas longitudinally in a group of secondary school learners in Spain involved in a content and language integrated learning (CLIL) program, which increases exposure and production opportunities. Results point to a slight overall improvement of both sound perception and production skills during a two-year period, the coda sounds exhibiting variable realizations. Many coda sounds were found to be identified and produced at near/ceiling levels while other codas remained at less successful identification and production levels even after two years of CLIL exposure. The correlation analyses performed indicated that the two dimensions tended to correlate when the development for each coda sound was inspected. No correlations were found when students’ individual overall performance in each dimension were examined, attesting individual differences.