Clil in Tourism Students’ Multicultural Competence Development

Goncharova, Inna V.; Lazebna, Olena; Kotvytska, Viktoriia

doi:10.20535/2410-8286.226588

Cited by 3 publications

(1 citation statement)

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“…These learning techniques also had a significant effect on the students' language achievement as these techniques stimulated their communicative interactions. It was also mentioned that various interactive methods and activities enabled the students to practise communicative skills (Goncharova et al, 2021). Moreover, in CLIL implementation, it was suggested that the lecturers did not apply only a single technique to activate the students (Zhyrun, 2016).…”

Section: Discussionmentioning

confidence: 99%

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

Budiarta

Artini²,

Padmadewi³

et al. 2023

IJLTER

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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.

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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

show abstract

The influence of a gender equality course in tourism on university students’ SDG knowledge, attitude and practice (KAP)

Muñoz-Mazón,

Villacé-Molinero,

Fuentes-Moraleda

et al. 2024

IJSHE

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Purpose The purpose of this study is to examine the influence of an online course on gender equality in tourism on the knowledge, attitudes and practices (KAP) of students concerning sustainable development goals (SDGs) at two universities in Spain and Mexico. Design/methodology/approach The study uses 38 online qualitative surveys administered to participants both before and after the university online course. The methodology incorporates the three variables of the KAP model: knowledge, attitudes and practice. Findings Following the online course, disparities in knowledge levels were observed, accompanied by positive shifts in attitudes and practices toward SDG 5 among university students from Mexico and Spain. The results suggest that a positive initial attitude markedly enriches the learning experience, even without extensive preexisting knowledge and notably increases the likelihood of participants engaging in practical actions postcourse completion. Practical implications The study proposes an innovative framework for designing SDGs-oriented training courses within university settings. Additionally, it outlines a pathway by which enhancements in knowledge, attitudes and practices related to SDGs, with a focus on SDG 5, empower students to act as catalysts for societal change. Originality/value This study presents a novel application of the KAP model’s variables in analyzing the results of a university course within the tourism sector. It underscores the essential role of expert-led instruction using real-life case studies for SDG education, providing fresh perspectives on augmenting the contribution of higher education to sustainable development.

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