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

翻转学习 CLIL 课程在内容教学和提升目标语言技能方面的功效

基本信息

批准号：
20K00783
负责人：
田中エリス伸枝
金额：
$ 2.66万
依托单位：
Tokai University
依托单位国家：
日本
项目类别：
Grant-in-Aid for Scientific Research (C)
财政年份：
2020
资助国家：
日本
起止时间：
2020-04-01 至 2024-03-31
项目状态：
已结题

来源：
https://kaken.nii.ac.jp/en/grant/KAKENHI-PROJECT-20K00783/
关键词：
Flipped Learning CLIL teacher trainees oral output learning environment

项目摘要

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).

我们继续从明治学院大学的两个英语教师培训班收集数据。我们现在有两个具有相同格式的全年数据（第一年，2020年由于COVID-19的情况出现了一些违规情况，因此我们决定从我们的研究中排除2020年的数据），这些数据已经处理和分析。通过分析，我们发现，随着时间的推移，师范生的心态发生了变化，从学生到教师的角色。学生们开始称呼他们为“我们”，而不是“我们”作为“英语学习者”。他们在面试中使用的词汇包括一些他们在课堂上学到的专业术语，他们在第二次面试中的话语有较少的填充物和第一语言的使用。这些结果表明，课程是有益的CLIL课程。此外，对技术的偏好从自学应用程序（如词汇构建应用程序）转变为教学应用程序和LMS等系统。这些研究结果在两个国际会议上以一个研讨会和两个论文报告的形式在英国ALT 2022（学习技术协会）和RELC 2023（区域语言中心-新加坡）上发表。