Influence of Learning Attitudes and Task-Based Interactive Approach on Student Satisfaction and Perceived Learning Outcomes in a Content and Language Integrated Learning (CLIL) University Course in China

In: Teachers’ Professional Development in Global Contexts

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Abstract

Non-native English speaking students studying in an English medium university program in China, and taking a research methodology course (RM), were surveyed regarding attitudes to learning both English and course content, attitudes about a task based interactive approach – an ESL active learning construct – and influence of these on student satisfaction and learning. Convenience and purposive sampling of 72 students, a response rate of 72%, enrolled in RM completed the survey of this descriptive-correlation study.

Findings revealed that the students came to RM with a tacit English learning expectation in addition to the learning of the specified course content. They responded positively to interactive activities, similar to the types common to ESL classes, which simultaneously provided classroom interaction in English in tasks related to communication about RM. Attitudes and a task-based interactive approach had a strong and positive significant correlation to ESL student satisfaction and perceived learning. It is proposed that CLIL instructors should incorporate student to student speaking interaction to learning in CLIL courses.

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