| 研究実績の概要 |
During the final year of this research project, the focus was on assessing the effect of a content-based English course on the International Posture of university students. This was done to test the claim that Content and Language Integrated Learning (CLIL) instruction leads to positive gains in International Posture when compared to traditional grammar-translation-based teaching methods.
To this end, third-year medical students (N=110) in a Medical English course taught by two of the researchers were given the online International Posture survey. The survey was conducted at the beginning and end of the 15-week semester. Additional variables included perceived English proficiency, experiences with English outside of school, and study abroad experiences. Three extroversion items were also included, as extroversion has been found in previous research to positively correlate with International Posture. Students in three other general English courses with students of varying majors (N=56) were also surveyed.
Data is currently undergoing statistical analysis, but preliminary findings indicate that students' IP levels significantly increased from the pre- to post-course surveys. This finding suggests that content-based instruction leads to gains in IP, as previous research has suggested.
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