An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives

Yang, Wenhsien

doi:10.5294/laclil.2016.9.1.4

Cited by 21 publications

(12 citation statements)

References 39 publications

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“…Thus, the majority of the teachers expressed that they preferred to receive training in speaking academic English and they were also interested in receiving CLIL training (Strotman el al., 2014). In addition, Yang (2016) revealed the identical findings on his investigation of the stakeholders' perceptions in relation to CLIL in higher education in Taiwan. The teachers expressed that CLIL had advantages, such as bringing more overseas students to study in Taiwan's universities.…”

Section: Teachers' Perceptions Of Clilmentioning

confidence: 50%

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EFL Pre-Service Teachers’ Perceptions of CLIL

Tachaiyaphum¹,

Sukying²

2017

AES

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This study aims to investigate EFL pre-service teachers' perceptions of CLIL concerning what CLIL is, what CLIL provides, what CLIL requires, who should implement CLIL, and where CLIL teachers should be trained. The participants were EFL pre-service teachers studying in the faculty of education, Mahasarakham University, Thailand. Questionnaires were used to collect the data after the introduction of CLIL. The findings revealed that most of the participants knew the notion of CLIL as they had taken the teacher training course. The majority of the participants viewed that CLIL provided the opportunities to integrate language into the content subjects. They believed that CLIL helps students develop both language skills and subject knowledge. However, it was revealed that the difficulties in CLIL implementation concerned content, a combination of culture to the lesson, and language (communication). The factors causing the difficulties were mainly related to teachers' lack of content knowledge, students' low English proficiency, and the difficult content interrelated to the technical vocabulary. Another factor directly related to CLIL was 4Cs integration into the lessons. It can be seen that although the EFL pre-service teachers have taken the CLIL training course, they still find CLIL difficult to apply and cannot make CLIL classes effective. The factors can be a guide to develop the CLIL training in order to produce qualified CLIL teachers. Content subject and language training, principles of 4Cs and of CLIL, as well as how to apply to the lessons should be highly emphasized in the training course.

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Section: Teachers' Perceptions Of Clilmentioning

confidence: 50%

“…Working with subject teachers can be helpful in terms of preparing accurate and appropriate contents for the CLIL lesson. Consistent with Yang (2016), CLIL teachers should be trained immediately. The important aspect that should be included in the training is cooperation among language and content teachers.…”

Section: Discussionmentioning

confidence: 99%

EFL Pre-Service Teachers’ Perceptions of CLIL

Tachaiyaphum¹,

Sukying²

2017

AES

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“…Two matters that need to be kept in mind regarding the results are: the parameters teachers used to plan their classes considering the three dimensions of this approach (Argudo, Abad, Fajardo-Dack & Cabrera, 2018) and the fact that learners' satisfaction with the CLIL approach could be affected by levels of language proficiency (Yang, 2016). Since this study mainly focused on the students' perceptions on CLIL, those aspects were not included during the research.…”

Section: Discussionmentioning

confidence: 99%

An overview of undergraduate students’ perceptions on content-based lessons taught in English

Ortega-Auquilla¹,

Siguenza-Garzón²,

Cherres-Fajardo³

et al. 2021

Rev. Publicando

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Currently, the English language has both an important role in university studies and professional careers. With that in mind, the present study employed an exploratory research approach to determine university students’ perceptions with regard to learning course content on curriculum and education-related topics through the implementation of content-based lessons taught in the English language. A survey was administered to 171 students in different majors from one public university in Ecuador. The close-ended questions focused on learning about the respondents’ perceptions concerning varied statements, such as the importance and suitability of the use of English for the learning-teaching process of university subjects, the helpfulness and impact of learning content through the implementation of class sessions taught in English. Furthermore, an open-ended question was put forward to find out in what ways the learning of university subjects taught in English may help the study participants in the future. The findings showed that a large number of respondents had positive attitudes towards learning content-based lessons about the education-related subject matter in English, as they found this instructional process helpful in terms of class participation, motivation, critical thinking, and other aspects. It was concluded that students could better learn the English language in a more genuine manner by means of lessons directed by CLIL, as they complete essential undergraduate courses from their field of study at the university level.

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“…With a large and growing body of literature, CLIL has gained attention in the Taiwanese primary and secondary education community due to its perceived benefits for developing the English proficiency of English as a foreign language (EFL) students and for equipping global citizens with foreign language skills. According to Wenhsien Yang (2016), this phenomenon can be traced back to the years between 1979 and 2010, when the Taiwanese Ministry of Education (MOE) conducted a nation-wide appraisal of 92 CLIL-based degree programmes. Based on the MOE's report on September 19, 2018, administrators began to develop the "Taiwan into a Bilingual Nation by 2030" policy.…”

Section: Discussionmentioning

confidence: 99%