| Project/Area Number |
19K00832
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| Research Category |
Grant-in-Aid for Scientific Research (C)
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| Allocation Type | Multi-year Fund |
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| Section | 一般 |
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| Review Section |
Basic Section 02100:Foreign language education-related
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| Research Institution | Kyorin University |
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Principal Investigator |
Field Malcolm 杏林大学, 総合政策学部, 教授 (50381281)
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| Project Period (FY) |
2019-04-01 – 2023-03-31
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| Project Status |
Completed (Fiscal Year 2022)
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| Budget Amount *help |
¥2,730,000 (Direct Cost: ¥2,100,000、Indirect Cost: ¥630,000)
Fiscal Year 2021: ¥390,000 (Direct Cost: ¥300,000、Indirect Cost: ¥90,000)
Fiscal Year 2020: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2019: ¥1,820,000 (Direct Cost: ¥1,400,000、Indirect Cost: ¥420,000)
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| Keywords | Research Methodology / EMI / Learning / Content and L2 Learning / EMI Teaching / Higher Education / L2 education / CLIL / educational pedagogy / learning / L2 prequisites / unknown result / education / Second language learning / Learning Gain / Pedagogy / Curriculum Design / Second Language |
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| Outline of Research at the Start |
This study investigates CLIL’s effectiveness by controlling the variables that limit transferability of educational research, compares learning gains between courses, infrastructure, pedagogy, student selection, support systems, and curricula. Our study aims for a template that can be replicated.
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| Outline of Final Research Achievements |
In 2022 a reduced study across 3 institutions: high-level L2 proficiency; mid-level institution, and low-level institution was conducted. Case 1 was claimed EMI program course. The previous institution was used as the control. All cohorts were given a pre-test about the content prior to the chapter. All except Case 1 were given the post-chapter reading questionnaire test on Google docs within one week. Case 1 were given two weeks of teaching on the unit and were required to complete the post-reading questionnaire in class. All except Case 1 improved pre- to post-test, Control from 77.67% to 91.53%, and Case 2 from 37.33% to 50.83%. Case 1 had a negative mean score, from 52.42% to 47.22%. Case 1 responses were shown as copy-paste from another site. This would skew the mean for the pre-test for Case 1. It may be, therefore, that the pre-test mean score could be lower and thus the post-test mean score would have shown a positive gain rather than the negative gain from 52.42% to 47.22%.
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| Academic Significance and Societal Importance of the Research Achievements |
The study demonstrates more research of content learning gains in EMI courses in controlled studies is necessary. EMI courses are problematic when learners’ L2 proficiencies are insufficient. The evidence indicates that guidelines need to be established to accredit EMI or global courses.
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