Effects of using the first principles of instruction in a content and language integrated learning class

Abstract

The aim of this study was to examine the effects of Content and Language Integrated Learning (CLIL) designed according to the First Principles of Instruction (FPI). A 15-h Japanese CLIL course was implemented. A total of 16 university students attended the course and data were collected from multiple sources, including learning tests, questionnaire feedback, and dialogues in group discussions, were collected and examined. Analysis showed that students’ learning outcomes, including basic Japanese proficiency, intercultural communication content, and writing skills, were statistically significantly improved. Students had a high level of awareness of the elements of FPI designed in the course. In addition, all the FPI elements had a positive impact on basic Japanese proficiency except for the application element: the problem-centered, application, and integration elements positively impacted intercultural communication content and writing skills. The results show that students displayed individual differences in using the worksheet to summarize their writing ideas. Students spent most of the time in the group discussions in their native language. Even when Japanese was used, individual Japanese words were used rather than whole sentences in most cases. The results of the quantitative and qualitative analyses showed that the use of problem-centered theory FPI had a positive impact on the design of the CLIL. However, attention is needed to students’ individual differences and the guidance of students in applying basic language knowledge in problem-centered learning activities. Finally, it notes points that should be considered when designing CLIL in the future.

Sustaining Content and Language Integrated Learning in China: A Systematic Review

“…In the initial process of identifying documents for review, four databases were chosen, including Web of Science (WoS), Scopus, Education Resources Information Center (ERIC), and Google Scholar, as they are supposed to be popular and comprehensive databases for systematic reviews [29]. The following research strings (see Table 1) were used to identify relevant publications from 2013 to 2022 as the past decade witnessed a growth of CLIL publications in China [5]. Although there were similar content-based FLT programs in the research context under the name of, for instance, EMI and CBI, it was asserted that they were distinct from CLIL and were underpinned by dissimilar theories and philosophies [10].…”

“…It is no exaggeration to maintain that CLIL is not new in China, and some clues about it have been found in the English immersion programs provided at the beginning of this century in some developed Chinese areas [4]. However, it is the last decade that has seen an upsurge in CLIL research and implementation [5]. Based on the experience and knowledge gained from the Western world, scholars summarize that CLIL in China should be an approach "in which a target language is expected to be used as much as possible and as appropriate as possible for the teaching and learning of both content and language in integrated ways for multiple educational purposes", with an outlook on yuren (students' comprehensive development of knowledge, capabilities, and qualities), kecheng (designing and developing curriculums based on the yuren objectives), jiaocai (designing authentic learning materials), jiaoxue (emphasizing both content and language goals in teaching), and jiaoshi (addressing teachers' needs of professional development) [6].…”

A Review of Effective Technology-Based Writing Interventions: A Componential Analysis

“…On the one hand, regarding the activation principle, Al-Mamun et al [73] defend that when carrying out instruction through an ICT it is convenient to take into consideration the students' previous knowledge and experiences, since this allows a better use of the tool and the scaffolding provided by it. On the other hand, problem-centered and integration principles showed a positive impact on writing skills in previous research [74], which examined the influence of Merrill's principles on Content and Language Integrated Learning courses. Likewise, in relation to the integration principle, another study [75] showed that the application or transfer of knowledge to different contexts is one of the most important factors in achieving deep learning.…”