Efficacy of a flipped-learning CLIL course in content teaching and promoting the target language skills
| Project/Area Number |
20K00783
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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 | Tokai University |
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Principal Investigator |
田中エリス 伸枝 東海大学, 国際学部, 准教授 (70593698)
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| Co-Investigator(Kenkyū-buntansha) |
関口 幸代 明治学院大学, 文学部, 教授 (20524466)
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| Project Period (FY) |
2020-04-01 – 2024-03-31
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| Project Status |
Granted (Fiscal Year 2022)
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| Budget Amount *help |
¥4,160,000 (Direct Cost: ¥3,200,000、Indirect Cost: ¥960,000)
Fiscal Year 2023: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
Fiscal Year 2022: ¥1,040,000 (Direct Cost: ¥800,000、Indirect Cost: ¥240,000)
Fiscal Year 2021: ¥520,000 (Direct Cost: ¥400,000、Indirect Cost: ¥120,000)
Fiscal Year 2020: ¥1,300,000 (Direct Cost: ¥1,000,000、Indirect Cost: ¥300,000)
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| Keywords | Flipped Learning / CLIL / teacher trainees / oral output / learning environment |
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| Outline of Research at the Start |
This research attempts to delineate the relationship between a learning environment, CLIL, task types, and student oral outputs. The course under study, “Technology and Language Learning” is a technology-assisted flipped learning CLIL course offered to undergraduate English teacher trainees. The aims of this study are to: 1) identify what elements in the technology-assisted learning environment promote a successful CLIL course; and 2) identify relationship between the types of task and changes in oral outputs over a course of time (e.g., vocabulary use, complexity, accuracy, and fluency).
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| Outline of Annual Research Achievements |
We continued to collect data from two English teacher-trainee courses at Meiji Gakuin University. We now have two full-year worth of data with the same format (the first year, 2020 had some irregularities due to the COVID-19 situation, so that we decided to exclude the 2020 data from our study) which were already processed and analysed. Through the analyses, we found the evidence that the teacher trainees' mindset changed over the course of time, from being students to taking on the role of teacher. The students started to address them as "we" as "teachers" rather than "we" as "learners of English". The vocabulary they used during the interviews included some technical terms they learned in class and their utterances in the second interview had a fewer fillers and the first-language use. These results are indicate that the courses are beneficial as CLIL courses. Also, the preference for technology changed from self-study apps, such as vocabulary-building apps, to teaching apps and systems like LMS. These findings were presented at two international conferences, in the form of one workshop and two paper presentations at ALT 2022 (Association of Learning Technology) in the UK and RELC 2023 (Regional Language Centre - Singapore).
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| Current Status of Research Progress |
Current Status of Research Progress
2: Research has progressed on the whole more than it was originally planned.
Reason
We are right on track with the progress. We are planning to collect more data this year so that we will have a solid three-year worth of data.
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| Strategy for Future Research Activity |
As written in the previous section, we are planning to collect more data. This is important as each class (a total of two classes, one in the first semester and another one in the second) has a small number of students registered (usually between 10 and 15), so the longer we collect data, the better in terms of robustness of the study. We also continue with the end-of-semester interviews at the end of both semesters.
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Report
(3 results)
Research Products
(4 results)
