Application of Clil Methodology in Teaching Economic Disciplines at University

Kuzminska, Nataliia; Stavytska, Iryna; Lukianenko, Valentyna; Lygina, Olga

doi:10.20535/2410-8286.167150

Cited by 5 publications

(5 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…It is obvious that authentic texts or articles reflect the real-life concepts and language of the profession, but it does not mean that students will acquire necessary knowledge or skills only by listening or reading authentic texts, even with teachers' explanation. Moreover, it is wrong to consider that the use of authentic materials is unquestionably beneficial for CLIL lessons [19]. While choosing educational materials, it is necessary to take into account students' profession and language background, needs, interests and learning styles.…”

Section: Resultsmentioning

confidence: 99%

Issues of Educational Technologies and Authenticity Synergy in a Content and Language Integrated Learning Course at Technical University

Lavrysh

Saienko

Kyrychok

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

The issue of efficient technologies integration into educational environment has been a mainstream today. The present paper is focused on the issue of authen-ticity enhancement through learning technologies that are integrated into Public Relations course in the framework of Content and Language Integrated Learn-ing. Based on the questionnaire conducted among lecturers of the university, the authors analyzed teachers’ perception of authenticity and the ways of au-thenticity introduction in classes through educational materials, tasks and as-sessment. The findings of the empirical study, present evidence that technolo-gies provide teachers with an opportunity to bridge the gap between the class-room and a real world as well as add variety to learning authentic activities. Technologies also contribute to the implementation of four pillars of Content and Language Integrated Learning strategy: content, cognition, communication and socio cultural competence. The combination of authenticity and technolo-gies transforms the students’ perception of studying from theoretical into a practical and engaging experience.

show abstract

Section: Resultsmentioning

confidence: 99%

Issues of Educational Technologies and Authenticity Synergy in a Content and Language Integrated Learning Course at Technical University

Lavrysh

Saienko

Kyrychok

2021

Int. J. Emerg. Technol. Learn.

View full text Add to dashboard Cite

show abstract

“…The lecturer acknowledged those who actively participated. Though the main focus of the CLIL implementation was on the content, the students were also provided with opportunities to practise the foreign language (Kuzminska et al, 2019). Thus, there was a perceived increase in their language learning due to continuous practice both in and beyond the classroom interaction (Wentzel, 2021).…”

Section: Discussionmentioning

confidence: 99%

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Budiarta

Artini²,

Padmadewi³

et al. 2023

IJLTER

View full text Add to dashboard Cite

Content and language integrated learning (CLIL) implementation in online micro-teaching offers dual focuses that become its main consideration. The CLIL implementation in an English teacher education course enables the students to learn both the content of the pedagogical courses and the instructional language. This approach could accommodate their achievements to achieve the pre-determined objectives. Thus, this research was mainly intended to determine the factors affecting the students’ content and language achievement during the CLIL implementation. In the current research, an explanatory-sequential mixed-methods design was employed. The researcher first collected the data dealing with the students’ content and language achievements quantitatively, and to elaborate on the data, qualitative data were also collected through performance tests, self-reflected journals, and interviews. Based on the findings, the research revealed that the CLIL implementation in online micro-teaching could affect the students’ content and language achievement positively. It could be seen from the performance test results that they had achieved the minimum passing grade. The CLIL implementation strengthened their content and language achievement by the teacher’s recalling of the learning material and instructional languages, organizing a well-structured presentation, arranging enriching dual-focus activities, applying content and language scaffolding, promoting the development of communicative skills by using clear, simple language instructions, and managing cooperative learning. The students were actively involved, and these activities supported their content and language achievement. These findings revealed that the aforementioned activities should be considered to implement the CLIL approach successfully.

show abstract

“…Since interdisciplinary connections are viewed as factor of increase of learning efficiency (Kuzminska et al, 2019), we find it appropriate to use Google Classroom as a learning tool that has many resources for the development of self-management skills. This is a web-based application that runs on a web browser without being installed on a user's computer.…”

Section: Google Classroom and Its Possibilities For Enhancing Student...mentioning

confidence: 99%

Development of Students’ Metacognitive Skills by Means of Educational Technologies in ESP Instruction at University

Synekop

Lavrysh

Lukianenko

et al. 2023

BRAIN

View full text Add to dashboard Cite

Metacognitive skills which provide regulation and management of students’ intellectual activity in the process of their self-education are of great importance, especially in the context of the learner-centered education paradigm in the global information space, with its focus on the self-study and self-development of an individual. In this regard, the article aimed to analyze the development of metacognitive skills in first year students by means of educational technologies in ESP classes at technical university in Ukraine. As shown by the results of the study, educational technologies can be successfully used for the development of such metacognitive skills as self-directed learning skills, collaboration skills, self-management skills, self-reflection skills in first year students studying ESP at university level. The educational technologies used in our study – the Moodle platform, WebQuest, blogs and wikis, Google Classroom, Quizlet – confirmed their efficiency as a useful tool for the development of metacognition since they provide the learning environment which makes it possible for students to organize and control their learning, make decisions, reflect on the results of their learning experience and make necessary changes and adjustments if necessary.

show abstract

Application of Clil Methodology in Teaching Economic Disciplines at University

Cited by 5 publications

References 13 publications

Issues of Educational Technologies and Authenticity Synergy in a Content and Language Integrated Learning Course at Technical University

Issues of Educational Technologies and Authenticity Synergy in a Content and Language Integrated Learning Course at Technical University

CLIL in the Online Micro-teaching: Factors Affecting Content and Language Achievement

Development of Students’ Metacognitive Skills by Means of Educational Technologies in ESP Instruction at University

Contact Info

Product

Resources

About