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Efficacy of a flipped-learning CLIL course in content teaching and promoting the target language skills

Research Project

Project/Area Number 20K00783
Research Category

Grant-in-Aid for Scientific Research (C)

Allocation TypeMulti-year Fund
Section一般
Review Section Basic Section 02100:Foreign language education-related
Research InstitutionTokai University

Principal Investigator

田中エリス 伸枝  東海大学, 国際学部, 准教授 (70593698)

Co-Investigator(Kenkyū-buntansha) 関口 幸代  明治学院大学, 文学部, 教授 (20524466)
Project Period (FY) 2020-04-01 – 2025-03-31
Project Status Granted (Fiscal Year 2023)
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)
KeywordsEnglish teacher trainees / CLIL / Educational technology / Oral output / Student perception / Flipped Learning / teacher trainees / oral output / learning environment
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).

Outline of Annual Research Achievements

This research attempts to delineate the relationship between a learning environment, content and language-integrated learning (CLIL), task types, and student oral outputs.
The courses under study, “Technology and Language Learning A and B”, were initially set up as technology-assisted flipped learning CLIL courses 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 the relationship between the types of tasks and changes in oral outputs over a course of time, for instance, vocabulary use, complexity, accuracy, and fluency.
We are particularly interested in how undergraduate teacher-trainees’ perceptions of themselves (i.e., how they perceived themselves) and different technologies introduced for language education, and the target language use changed over the course of 30 weeks.
From the data collected up to this point, the participants’ perceptions of themselves changed from being learners of the target language to teachers of the target language. Also, their choices of apps changed from self-study apps (e.g., vocabulary building and listening) to teaching apps, such as LMS.

Current Status of Research Progress
Current Status of Research Progress

3: Progress in research has been slightly delayed.

Reason

Due to the nature of the course - elective, there were not enough students enrolled for the designated courses which made data collection not possible. Since the first few years of the research started during the COVID-19 pandemic, the data collected during the pandemic and post-pandemic were different, in terms of the venues of these classes, hence the method of data collection and types of data.

Strategy for Future Research Activity

Since we extended the term by one more year, we attempted to collect data for post-pandemic settings if enough students were enrolled. However, we do have enough data for during the pandemic period, so we are able to adjust the scope of the study. Initially, we did not delineate the scope of the data (e.g., during and post-pandemic) since we had no way to predict how the learning environment could change over the course of time (i.e., we could not predict when we would come out of the pandemic and how the classroom settings would look like).
If we cannot collect data due to the number of enrollments, we will use the data we have (enough data) and conclude the current research. We have some evidence for teacher-trainees’ language development and change in perception towards technology and about themselves.

Report

(4 results)
  • 2023 Research-status Report
  • 2022 Research-status Report
  • 2021 Research-status Report
  • 2020 Research-status Report
  • Research Products

    (6 results)

All 2024 2023 2022

All Presentation (6 results) (of which Int'l Joint Research: 5 results,  Invited: 1 results)

  • [Presentation] Working towards shared goals on a virtual international exchange: Australian-Japanese collaboration2024

    • Author(s)
      Sachiyo Sekiguchi
    • Organizer
      INTED 2024
    • Related Report
      2023 Research-status Report
    • Int'l Joint Research
  • [Presentation] Could convenience stifle the process of foreign-language learning?2024

    • Author(s)
      Nobue Tanaka-Ellis
    • Organizer
      AAAL 2024
    • Related Report
      2023 Research-status Report
    • Invited
  • [Presentation] Development of English Teacher Trainees' Target Language Use and Perception Related to Educational Technology2023

    • Author(s)
      Nobue Tanaka-Ellis, Sachiyo Sekiguchi
    • Organizer
      RELC 2023
    • Related Report
      2022 Research-status Report
    • Int'l Joint Research
  • [Presentation] Designing a Communicative CALL Environment through the Community of Inquiry Framework2023

    • Author(s)
      Nobue Tanaka-Ellis, Sachiyo Sekiguchi
    • Organizer
      RELC 2023
    • Related Report
      2022 Research-status Report
    • Int'l Joint Research
  • [Presentation] It's my turf: an educational technologist's account of teaching teacher-trainee course in online and face-to-face modes2022

    • Author(s)
      Sachiyo Sekiguchi, Nobue Tanaka-Ellis
    • Organizer
      ALT 2022
    • Related Report
      2022 Research-status Report
    • Int'l Joint Research
  • [Presentation] Searching for the new normal class delivery modes: Teaching technology in language teacher training courses2022

    • Author(s)
      Sachiyo Sekiguchi, Nobue Tanaka-Ellis
    • Organizer
      INTED 2022
    • Related Report
      2021 Research-status Report
    • Int'l Joint Research

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Published: 2020-04-28   Modified: 2024-12-25  

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