| 研究実績の概要 |
This study investigated suitable content for CLIL classes at Japanese universities; which elements of CLIL courses encourage the use of HOTS; how to design a CLIL course to encourage more communication; and whether video-linking leads to the same results as face-to face interaction with overseas students. CLIL courses dealing with drama, British and American culture, and global issues were successful. CLIL courses with scaffolded group discussion led to more HOTS than traditional EFL classes. Collaborative classes led to more authentic communication than all-Japanese classes. Japanese students preferred working face-to-face, but were able to make better relationships with overseas students whom they linked with regularly, in contrast to one-off face-to-face meetings with overseas students.
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