Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation

Autor/inn/en	Mede, Enisa; Çinar, Senanur
Titel	Implementation of Content and Language Integrated Learning and Its Effects on Student Motivation
Quelle	In: Latin American Journal of Content and Language Integrated Learning, 11 (2018) 2, S.215-235 (21 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Mede, Enisa) ORCID (Çinar, Senanur)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2011-6721
Schlagwörter	Student Motivation; English (Second Language); Second Language Learning; Second Language Instruction; Teaching Methods; Learning Processes; Course Content; Language of Instruction; Interdisciplinary Approach; Private Colleges; Teacher Attitudes; Student Attitudes; College Students; College Faculty; Diaries; Learning Motivation; Faculty Workload; Speech Communication; Foreign Countries; Turkey (Istanbul) + Suchen Sie Ihr Suchwort? Schulische Motivation; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Fremdsprachenunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Kursprogramm; Teaching language; Unterrichtssprache; Fächerübergreifender Unterricht; Fächerverbindender Unterricht; Interdisziplinarität; Privathochschule; Lehrerverhalten; Schülerverhalten; Collegestudent; Fakultät; Diary; Tagebuch; Motivation for studies; Lernmotivation; Ausland
Abstract	The aim of the present study is to examine the effects of integrating Content and Language Integrated Learning (CLIL) on the motivation of students learning English in a preparatory school at a private university in Istanbul, Turkey. The study also attempts to find out how the students and their instructor perceive teaching and learning English through this particular approach. The participants consisted of 19 intermediate level students and their instructor. To meet these objectives, the quantitative data were collected through pre- and post-motivation questionnaires whereas the qualitative data came from reflective journals kept by the two CLIL had a positive influence on the students' motivation while learning English. In addition, the reflective journals suggested that both students and their instructor perceived CLIL as an engaging and functional instructional tool while teaching and learning English. CLIL also helped students to become more responsible for their own learning process. Finally, the two groups of participants shared the difficulties they experienced with this approach, such as timing, workload and speaking. Based on these findings, the study offers recommendations and implications about using CLIL in English classrooms. (As Provided).
Anmerkungen	Universidad de La Sabana. Campus del Puente del Común, Km. 7, Autopista Norte de Bogotá. Chía, Cundinamarca, Colombia. Tel: +57-1-861-5555 Ext 41011; e-mail: laclil@unisabana.edu.co; Web site: http://laclil.unisabana.edu.co/index.php/LACLIL/index
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01