Pedagogical Effects of CLIL in Asia’s Higher Education
An Empirical Reassessment
Bibliographic Data
| ID | 16912438 |
|---|---|
| Authors | Jia-Ying Lee (0000-0003-4179-0208, Tamkang University, corresponding author) |
| Year | 2024 |
| Volume | 14 |
| Issue | 3 |
| Publication date | 2024-07-01 |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | SAGE Open (JOURNAL) |
| Journal identifiers | ISSN: 2158-2440 • E-ISSN: 2158-2440 |
| Publisher | SAGE Publications (PUBLISHER • US) |
| DOI | 10.1177/21582440241271140 |
| OpenAlex | W4401371723 |
| Language | EN |
| References cited | 42 |
This research was a quasi-experiment that examined the effects of CLIL in an educational context in Taiwan’s higher education. Two groups of first-year undergraduate students were involved. One (65 students) was taught with CLIL; the other (59), the conventional approach. Their knowledge of the content and learning attitudes (self-efficacy and motivation) were quantitatively compared through achievement tests and a questionnaire. A qualitative semi-structured survey asked both groups for their perspectives on and perceptions of the treatments. The quantitative results show that both approaches were significantly effective for improving students’ knowledge of the content of the target subject (literary text), but the EG outperformed the CG. Likewise, both groups had positive learning attitudes to their treatments, but the EG also outweighed the CG. Furthermore, the qualitative accounts generated diverse results, reflecting the underlying difference between the approaches but showing that both approaches were welcomed. However, the conventional method was more favored than CLIL, mostly because of the participants’ learning preferences or because of the learning patterns which they had formed over years of studying in the specific cultural-education system (i.e., that of Taiwan) chosen for the study
Economic growth · Economics · Higher education · Mathematics education · Pedagogy · Sociology · Psychology · Second Language Learning and Teaching
Content-and-Language Integrated Learning
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Clil
English achievement and student motivation in CLIL and EFL settings
Immersion and CLIL in English
A Framework for the Implementation of Task-based Instruction
Critical Analysis of CLIL
Language learning strategy use in context
The impact of age and exposure on EFL achievement in two learning contexts
Does CLIL shape language attitudes and motivation? Interactions with target languages and instruction levels
Lecturer and student perceptions on CLIL at a Spanish university
Understanding and addressing the challenges of teaching an online CLIL course
Tuning university undergraduates for high mobility and employability under the content and language integrated learning approach
An Observation Tool for Effective L2 Pedagogy in Content and Language Integrated Learning (CLIL)
Content and Language Integrated Learning
To what extent does parental educational background affect CLIL learners’ content subject learning? Evidence from research in Spain
Exploring primary school CLIL perceptions in Catalonia
Stakeholder Perspectives
Vocabulary growth in young CLIL and traditional EFL learners
CLIL or time? Lexical profiles of CLIL and non-CLIL EFL learners
L1 use among young EFL mainstream and CLIL learners in task-supported interaction
Hands-on tasks in CLIL science classrooms as sites for subject-specific language use and learning
Do children negotiate for meaning in task-based interaction? Evidence from CLIL and EFL settings
Effects of Corpus‐Aided Language Learning in the EFL Grammar Classroom
| Highly cited | No |
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