Literaturnachweis - Detailanzeige
| Autor/inn/en | Han, Yangxi; Shuo, Zhao; Nair, Anne Benedict |
|---|---|
| Titel | Effects of Content and Language Integrated Learning Instruction Model on Learning Outcomes in Chinese STEM Program: A Quasi-Experimental Comparative Study |
| Quelle | In: International TESOL & Technology Journal, 17 (2022) 2, S.6-30 (25 Seiten)
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| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| Schlagwörter | Content and Language Integrated Learning; English for Academic Purposes; Foreign Countries; STEM Education; Comparative Analysis; Teaching Methods; Cooperative Education; In Person Learning; Blended Learning; Flipped Classroom; Undergraduate Students; Majors (Students); Learner Engagement; Instructional Effectiveness; Outcomes of Education; Second Language Learning; Second Language Instruction; China |
| Abstract | English language acquisition is a major challenge for Chinese students in the fields of science, technology, engineering, and mathematics (STEM) cooperative educational programs. The general academic English courses in China serve as preliminary courses for future advanced Content and Language Integrated Learning with science and engineering in the programs. The present general academic English courses are often criticized for form-focused instruction and language skills training rather than focusing on developing cognitive skills and social awareness. Additionally, present English courses are faced with an excessive number of students and limited time and resources, thereby, constraining effective course implementation. This comparative research study investigated the effects of different instructional models (face-to-face, blended learning [BL], and flipped learning) in three groups of 100 Chinese undergraduate students each majoring in STEM. A quasi-experimental design and student engagement questionnaires were used for data collection. The Kruskal-Wallis test and an analysis of variance revealed a significant difference between experimental group 2 and the other two groups, while no significant differences were found between the first two groups. The findings indicate that flipped BL, along with modified teaching strategies and activities improved the participants' learning results and engagement levels. (As Provided). |
| Anmerkungen | Academics Education International Journals. White Hart Lane, Fortich Lane, Lahug, Cebu 6000, Phillipines. Web site: https://connect.academics.education/index.php/itj/index |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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