2022 Fiscal Year Annual Research Report
How do academic content learning gains in a CLIL course compare to learning gains in an equivalent L1 content course?
| Project/Area Number |
19K00832
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| Research Institution | Kyorin University |
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Principal Investigator |
Malcolm Field 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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| Keywords | Learning / EMI Teaching / Higher Education |
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| Outline of Annual Research Achievements |
In 2022, I further implemented pre-test and post-test and generated data from three different universities. All cohorts were using the same material, which was one chapter of the below publication. All taught by the same professor. The data was analysed using Excel. Significant differences were identified between the cohorts. Test scores from one cohort group, the lowest L2 proficiency, resulted in a negative trend. That is, the first score (online and take home) were higher for nearly all students to their second test scores (paper-based and in-class). The reason for the result was because the second language proficiency was below the threshold to render a meaningful learning. That is, the students' English proficiency was insufficient to meaningful understand the content. Students with higher language proficiencies, whether they were native level or in the range of IELTS 6.5+, all improved their scores from pre to post testing on the same material. high enough not to have experienced any additional cognitive load on their learning repertoires and therefore were not restricted in any way. This limited evidence confirms the anecdotal feedback from teachers that using a second language (English) to students whose proficiency is low does not result in meaningful learning. The result answers the Research Question L1群とL2群が同じ科目で同等の学習効果を上げることができるかまたその要因は何か. From this study, the answer seems clearly the learning gains are neither equal nor equivalent.
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