فاعلية استخدام نموذج التعلم المستدام القائم على التكامل بين المحتوي واللغة في مقرر طرق التدريس لتنمية الطلاقة الشفهية وتعلم مفردات المحتوي لدي متخصصي اللغة الإنجليزية

Abstract

A fundamental principle in EFL learning is that students can learn both meaningful content and a new language at the same time through content-based instruction. Unlike traditional teaching approaches that emphasize form over meaning, content-based instruction has emerged as a meaning-focused approach to achieve a counterbalance, where language learning is a means to learn meaningful content. The present study aimed to investigate the effectiveness of using a sustained content and languageintegrated learning model in a methodology course to develop EFL majors' oral fluency and content vocabulary learning. The sample consisted of 46 fourth-year EFL majors at the Faculty of Education, Minia University. The study followed a pretest-posttest one-group design to collect quantitative data through two oral fluency and content vocabulary learning tests. The study's findings revealed a positive impact of the sustained content and language-integrated learning model as the participants' oral fluency and content vocabulary learning post-test scores improved. The differences were statistically significant (p. ≤.05), favoring the post-administration of the oral fluency test and the content vocabulary learning test. Furthermore, all five sub-skills of oral fluency and the four areas of content vocabulary were also found statistically significant (p. ≤.05) in favor of the post-test. The findings were discussed concerning the ongoing debate regarding the role of contentbased instruction to support learners to use language meaningfully and purposefully, to learn through language as they develop an understanding of a topic, and to learn about language in the context of learning through language.