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

我们继续从明治学院大学的两个英语教师实习生课程中收集数据。我们现在有两个相同格式的全年数据(第一年，2020年由于新冠肺炎的情况出现了一些异常，所以我们决定将2020年的数据排除在我们的研究之外)，它们已经进行了处理和分析。通过分析，我们发现，随着时间的推移，受训教师的心态发生了变化，从学生角色转变为教师角色。学生们开始称他们为“我们”，而不是“我们”，称他们为“英语学习者”。他们在访谈中使用的词汇包括他们在课堂上学到的一些专业术语，他们在第二次访谈中使用的填充词较少，第一语言的使用也较少。这些结果表明，该课程作为CLIL课程是有益的。此外，对技术的偏好也从自学应用程序，如词汇积累应用程序，转变为教学应用程序和LMS等系统。在英国ALT 2022(学习技术协会)和RELC 2023(区域语言中心-新加坡)的两次国际会议上，以一次研讨会和两次论文报告的形式介绍了这些调查结果。

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).