MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

Finardi, Kyria Rebeca; Silveira, Nádia Dumara Ruiz; Lima, Sebastiao; Mendes, Ana Rachel Macedo

doi:10.22158/selt.v4n4p473

Cited by 4 publications

(1 citation statement)

References 22 publications

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“…While CLIL practice set in South America underlines the paramount importance of incorporating thinking skills in relation to critical thinking and citizenship, publications do not often describe how LOTS and HOTS are developed in relation to the type of language needed for meaningful learning. For example, Finardi, Silveira, Lima, and Mendes (2016) describe an English for academic purposes course which combines CLIL with a massive open online course in a Brazilian Navy boarding school. The authors put forward a set of activities sequenced from less to more demanding cognitive load (e.g., matching terms and definition, analysing charts, discussing questions) and state that such activities promote critical thinking.…”

Section: Supporting Cognitive Developmentmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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This paper discusses three relationships between content and language integrated learning (CLIL) research and practice in the context of South America. The first relationship focuses on research with successful results in the areas of language learning motivation and intercultural communicative competence and citizenship. The second relationship discusses research which has yielded mixed results to support language learning and cognitive development. The last relationship suggests what areas deserve special attention to offer further support to teachers involved in CLIL provision. The following areas are addressed: teacher-made CLIL materials, language and content gains, L1-L2 (first language, second language) curriculum design, and inclusion. In conclusion, I assert that CLIL in South America can be invigorated if researchers and educators carry out research, preferably in collaboration, that recognises, maximises and improves CLIL in practice. I also suggest that the CLIL community in South America may engage in creating CLIL models and conceptual frameworks that respond to the particularities of their settings with the aim of making CLIL context-responsive and sustainable.

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Section: Supporting Cognitive Developmentmentioning

confidence: 99%

Research into practice: CLIL in South America

Banegas

2021

Lang. Teach.

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Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

Yamaoka

2024

TESOL Journal

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This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

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Human-computer interactive teaching model based on fuzzy set and BP neural network

Kong

Wang

2019

IFS

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MOOC in the Inverted CLIL Approach: Hybridizing English Teaching/Learning

Cited by 4 publications

References 22 publications

Research into practice: CLIL in South America

Research into practice: CLIL in South America

Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

Human-computer interactive teaching model based on fuzzy set and BP neural network

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