Improving English language skills through learning Mathematic contents
From the expertise reversal effect perspective
Bibliographic Data
| ID | 7675772 |
|---|---|
| Authors | Dayu Jiang (0000-0002-4065-6595, School of Foreign Languages and Literature Wuhan University Wuhan China, corresponding author), Olivia Chen (0000-0001-9645-1946, Department of Mathematics Education Loughborough University Loughborough UK), Yiyi Han (Language and Linguistics Department College of Arts and Sciences, The Australian National University Canberra Australian Capital Territory Australia), Slava Kalyuga (0000-0003-4107-8253, School of Education University of New South Wales Sydney New South Wales Australia) |
| Year | 2023 |
| Volume | 93 |
| Issue | S2 |
| Pages | 386-401 |
| Publication date | 2023-08-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | British Journal of Educational Psychology (JOURNAL) |
| Journal identifiers | ISSN: 0007-0998 • E-ISSN: 2044-8279 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1111/bjep.12596 |
| PMID | 36990799 |
| OpenAlex | W4361303003 |
| Language | EN |
| Citations received | 3 |
| References cited | 56 |
BACKGROUND: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. AIMS: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both English and mathematics simultaneously) could facilitate the acquisition of mathematic skills and English linguistic skills as a foreign language more effectively and efficiently than a separated learning approach (i.e. learning Mathematics and English separately). MATERIALS: The materials for the integrated learning approach were in English-only, and the materials for the separated learning approach were in English-and-Chinese. Both sets of materials were given as reading content for teaching mathematic skills and English as a foreign language. METHODS: The study adopted a 2 (language expertise: low vs. high) × 2 (instruction: integrated vs. separated) between-subject factorial design with instructional approaches and learners' expertise in English as independent variables, the learning performance in Mathematics and English with the cognitive load ratings as the dependent variables. Sixty-five Year-10 students with lower expertise in English and 56 Year-2 college students with higher expertise in English in China were recruited and allocated to two instructional conditions respectively. RESULTS: An expertise reversal effect was confirmed: the English and mathematics integrated learning approach was more effective for higher expertise learners while the English and mathematics separated learning condition was more beneficial for lower expertise learners
Cognition · Foreign language · Linguistics · Mathematics education · Perspective (graphical) · Reading (process) · Artificial Intelligence · Computer Science · EFL/ESL Teaching and Learning · Innovative Teaching and Learning Methods · Psychology · Second Language Learning and Teaching
Discourse in Content and Language Integrated Learning (CLIL) Classrooms
Cognitive Load Theory
Development of an instrument for measuring different types of cognitive load
The Efficiency of Instructional Conditions
The magical number 4 in short-term memory
The Expertise Reversal Effect
Measurement of Cognitive Load in Instructional Research
Element Interactivity and Intrinsic, Extraneous, and Germane Cognitive Load
Short-term retention of individual verbal items.
Categorization and Representation of Physics Problems by Experts and Novices
Cognitive Load Theory
Linguistic Interdependence and the Educational Development of Bilingual Children
Critical Analysis of CLIL
Students’ motivation for content and language integrated learning and the role of programme intensity
Listening to learners
Developing subject knowledge co-construction and specific language use in a technology-enhanced CLIL programme
Interactions between medium of instruction and language learning motivation
Content and Language Integrated Learning
Understanding subject teachers’ language-related pedagogical practices in content and language integrated learning classrooms
Language policies in the context of German higher education
A pluriliteracies approach to content and language integrated learning – mapping learner progressions in knowledge construction and meaning-making
Tradition and transition in English language teaching methodology
Test for English Majors (TEM) in China
The advantages of listening to academic content in a second language may be outweighed by disadvantages
| Unique citing works | 3 |
|---|---|
| Citations per year | 1 |
| Citation span | 2023 - 2024 (2) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 3 |