Effects of Implementing CLIL in a Cultural Studies Class at a Japanese University: Maintaining the Students’ Motivation (66916)

Session Information: Interdisciplinary Language/ Foreign Language
Session Chair: Ayako Nakai

Sunday, January 8, 2023 (15:55)
Session: Session 2
Room: Live-Stream C
Presentation Type:Live-Stream Presentation

All presentation times are UTC-10 (Pacific/Honolulu)

This study aimed to examine the effects of implementing Content and Language Integrated Learning (CLIL) in a university in Japan. A total of 25 university students participated in a Cultural Studies class, English mediated course. It covers characteristics of wine making, and different grapes. Before and after the intervention, they took pretest and posttest for evaluating the improvement of English writing fluency. In this study, the students’ fluency was analyzed based on the average number of words in their 20-minute timed essays. It was predicted that the decrease in their motivation in learning English was because CLIL was a new teaching style for them. Therefore, Student Motivational State Questionnaire developed by Guilloteaux and DÖrnyei (2008) was used to investigate the students’ motivation before and after the treatment. During the intervention, the teacher taught the students using PowerPoint slides with 10 percent of Japanese subtitles, including photographs and comprehension questions. Subsequently, they conducted discussions to recommend their favorite wines in groups. After the treatment, the students motivation towards the course remained unchanged (t(24)=1.309, p=.203) and their linguistic confidence was maintained(t(24)=.398, p=.694). In contrast, their classroom anxiety decreased significantly (t(24)=2.451, p<.05).They exchanged ideas in the discussion and answered quizzes with pairs. The collaboration with other students would alleviate their anxiety. After the intervention the results of the difference of Mean scores between the pretest and posttest showed a significant difference (t (24) = 4.02, p<.001). The CLIL class improved Japanese students writing proficiency and maintain their motivation. Authors:
Ayako Nakai, Toyo University, Japan

About the Presenter(s)
Professor Ayako Nakai is a University Associate Professor/Senior Lecturer at Toyo University in Japan

See this presentation on the full schedule – Schedule

Effects of Implementing CLIL in a Cultural Studies Class at a Japanese University: Maintaining the Students’ Motivation (66916)

Conference Comments & Feedback

Comments

Powered by WP LinkPress

Share this Presentation

Posted by Clive Staples Lewis