Effects of CLIL on English Language Learners’ Motivation: A Case Study of MUET, Jamshoro

Submitted by

Jam Khan Muhammad

June, 2015

Supervisor: DR TARIQUE HASSAN UMRANI

Sindh University, Jamshoro, Sindh

2013

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CONTENTSContents1. INTRODUCTION.....................................................................................................................................................3

1.1 BACKGROUND.............................................................................................................................................................3

1.2 SCOPE OF THE STUDY.................................................................................................................................................4

2. LITERATURE REVIEW..............................................................................................................................................5

3. RESEAERCH QUESTION AND OBJECTIVES.......................................................................................................6

3.1 STUDY AIM.................................................................................................................................................................6

3.2 STUDY OBJECTIVES....................................................................................................................................................6

3.3 HYPOTHESES...............................................................................................................................................................6

3.4 RESEARCH QUESTIONS...............................................................................................................................................6

3.5 LIMITATION OF THE STUDY........................................................................................................................................6

4. RESEARCH DESIGN AND METHODS....................................................................................................................8

4.1 OVERVIEW..................................................................................................................................................................8

4.2 DATA COLLECTION.....................................................................................................................................................8

4.3 TOOLS OF DATA COLLECTION....................................................................................................................................8

4.6 DATA ANALYSIS.........................................................................................................................................................8

4.7 ETHICS AND SUBJECTS ISSUES...................................................................................................................................9

4.8 TIMEFRAMES.............................................................................................................................................................10

5. SIGNIFICANCE OF THE STUDY............................................................................................................................11

6. references........................................................................................................................................................................12

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1. INTRODUCTION

The purpose of this research study is to investigate the effect of CLIL (Content Language Integrated Learning) in English language learners’ motivation at Mehran University of Engg: & Technology jamshoro(MUET).MUET is an engineering university where engineering graduates serve at different positions in different part of country and in the world. English language teaching is given priority after muet developed the English Language Development Centre (ELDC) in 1994 from British Council. Before it English language was taught as a minor subject so far muet is a major university of engineering where English language is dealt as a supportive subject at undergraduate level. It deals in different graduate programmes e.g. B.E, M.E and PhD.

The ELDC provide services to cater the needs from first year students up to fourth year students of different departments. B.E is a four year programme where English language is taught at different modules from basics of English language to the communication skills that help engineers to be efficient communicators.In first year students refer different materials for improving their communication skills with the help of teachers but also by them using SAC self access centre.

Undergraduate level ELDC deals with 17 different departments. Annually ELDC entertains more than 6023 students in different courses.

The above mentioned departments always leave a message for improvement in their communication skills of their respective students, constant failure from students side simply hints at introducing CLIL that can possibly motivate learners because CLIL focuses on communicate to learn not learn to communicate. It would be useful study in case of MUET.

CLIL

Content and Language Integrated Learning (CLIL) is considered a major innovation in education. It is an educational approach that could be mutually beneficial for both content and language subjects. Moreover, it aims to increase learner motivation, develop learners’ first language, cognitive skills and intercultural understanding. Because of this potential CLIL is gaining momentum and extending as an educational approach across continents (Eurydice, 2006).

CLIL has been promoted as a means of solving problems of traditional language learning, student motivation and overcrowded curriculum, but the driving forces for implementing CLIL programmes differ from country to country. CLIL is rooted in diverse socio-political developments involving wide ranging variables in different contexts.

In addition to content it is the language that defines CLIL. Although in some definitions the term ‘foreign language’ is used to refer to the target language of the CLIL classroom, the language in which content is taught is not always learners’ foreign language. Also, phrases such as ‘a language other than learners’ mother tongue’ and ‘second language’ are used interchangeably to refer to the languages used in different CLIL settings. Coyle et al. (2010) define CLIL as “a dual-focused educational approach in which an additional language is used for the learning and teaching of both content and language” (p. 1). They explain that the use of the phrase ‘additional language’ is intentional as it may mean learners’ foreign language but it may also be a second language or some form of heritage language. Similarly to Coyle et al., Dalton-Puffer, Nikula and Smit (2010) combine the terms ‘additional language’ and ‘content’ to describe the nature of CLIL.

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The integrative nature of CLIL provides an opportunity for taking not only a dual focussed but a multiple-focussed approach. For example, the interrelationships of content, communication, culture and cognition are summarised in the 4Cs framework for CLIL (Coyle, 2007). Sudhoff (2010) suggests combining foreign language learning, content subject learning and intercultural learning. Mehisto et. al (2008) mention the CLIL triad and explain how language, content and learning skills are the three fundamental pillars of CLIL. However, content and language are the two central elements that all the researchers consider as paramount to the CLIL approach.

1.1 Background When we analyse the individual differences among language learners, motivation regularly comes to the fore, as a determinant factor of successful language learning. However, as Donryei cites Martin Covington (2001:7) on this point, “Motivation, like the concept of gravity is easier to describe, than it is to define.”

As human inherent condition, motivation leads people to take important decisions in their lives: Thus, it is possibly the construct that can change both the way ESL taught and how it is learnt. On the other hand, as Martin Fort argues: “there are no motivational buttons that can be pushed to make people want to learn, work hard and act in responsible manner. Facilitation, not control, should be the guiding idea in attempts to motivate humans.” (Cited in dornyei, 2001).

Motivation is best seen as a broad umbrella term that covers variety of meanings. Nevertheless it has largely to do with passion. For that reason i support the idea that students’ motivation is at heart of all education, and it needs to be continuously nurtured. As stated by Dornyei, “teachers are supposed to teach the curriculum rather than to motivate students and the fact is that the former cannot happen without latter is often ignored.” (2007)

In addition, there is not only one kind of motivation. Students have either to intrinsically learn language or external desire to acquire it. As teachers, we may generate short term motivation towards the day to day activities in the classrooms as an attempt to please our students’ kind of motivation. CLICL can be an aid to accomplish this challenge.

Why CLIL

CLIL represents to one of the major problems in language education, namely students are led to appreciate the immediate the pertinence of the effort to acquire and use L2, while focusing on something else. This overcomes the motivational problem of language lesson based in intensive investment in time with long term and disappointing rewards in proficiency” (B. Beardsmore and Kohls, cited in CLIL/EMILE, 2006).

Students may have different kinds of motivation, as formerly elucidated, and they can also make use of different cognitive structures to learn a new language. However, there is a key issue usually linked to successful language learning: the opportunities they have to put language into practice.

A renowned linguist and CLIL researcher, David Marsh, makes us pose of dichotomy, imagine learning to play a musical instrument such as piano, without being able to touch the key board: consider learning football without the opportunity to kick the ball by yourself. “to learn how to master a musical instrument, or football, requires that we gain both knowledge and skills simultaneously”. (Marsh, 2006). This is as true for music and football as for language.

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Why and how learning take place is an ongoing debate, but possibly the combination of motivation and opportunities could be a powerful recipe for second language learning and teaching. Content Language Integrated Learning (CLIL) as its name implies “integrates” both language and content, providing students the opportunity to receive instruction and use the language whilst they learn, challenging the idea of “waiting until I think I am good enough in language to use it”. (Marsh, 2006). For that reason researcher is inclined to think that CLIL could be excellent medium to enhance students’ motivation.

CLIL & Motivation Strategies

The development of motivational strategies and techniques to introduce CLIL in ESL classroom are presented in this study. First of all I will supplement my lessons into slides for visual support. Along with these students’ different learning styles will be taken into account and tasks will be designed to give more opportunities to students to use the target language by relating contents to their interests. By using ICT materials like videos, music and images will also satisfy students’ multiple intelligences. By doing these students responses to these methods by observing them first and teaching them after, I could be able to get positive results. Therefore this study is based on practical methodology in which students are main characters.

On the other hand, it is not only by means of research but also from a firsthand experience in MUET. Teaching experience in MUET has shown me that how engineering students produce better outcome and achieve more sophisticated language by integrating language and content.

1.2 Scope of the Study

Scope of the proposed research will be to study of effects of CLIL on learners’ motivation a case Study of MUET, Jamshoro .As CLIL subject never been practiced in MUET therefore it is going to be a remarkable addition into the field of language .Previously DR Habibullah Pathan has done his PhD research on motivation.The researcher believs that CLIL may be good choice in teaching English language that could be implemented as policy.

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2. LITERATURE REVIEW

Motivation plays important role in task effectiveness as in each and every field without motivation achieving target is not only difficult but near to impossible. The education of Pakistan is full of such motivational and inspirational figures which lit up the emotion to achieve as much as they can. Pakistan is multiethnic country with multi lingual and different background with different beliefs and faith. Boys and girls related separation, separate system of education and “gender difference.” this separation despite of many favour contains discrimination {dealing odd} with both genders ,and raised lot of issues in learning language e.g.: boys are good in language learning or girls? Which one of both genders is easy to motivate etc. such questions, beliefs and behaviour formulate in particular role of gender in shaping achievement by motivating them.

Learners of target language have to fulfil a lot before turning to language learning, that exhaust them therefore learners desperately require some motivational injections .As Hilgard and Atkinson[ 1979: 281] points out that motivation is a behaviour energizer And Chomsky [1988:181] believes in more than 99 percent on motivation than any other factors in activating learners. Motivation creates desire to so along with satisfaction.[Gardener]Instrumental motivation is a desire to learn a language because to fulfill the goal of getting good position etc.Integrative motivation is a desire to learn a language to communicate with others well in their language.Instrumental motivation Vs Integrative motivationThese two types of motivation are distinct from one an other except application of both is doubtful as [Burstall et al., 1974] has studied that it may be impossible to distinguish between these two.[Penny Ur 2005 Acourse in Language Teaching :Practice and Theory, Cambridge : Cambridge University Press.p.276]

Resultative and intrinsic motivationThe pyramid of Maslow explains human needs, resultative motivation hypothesis [Skehan 1989:49] implies that success breeds success and motivation might be influenced by the success experienced by learners [the resultative hypothesis].[skehan 1989:49]

CLIL represents to one of the major problems in language education, namely students are led to appreciate the immediate the pertinence of the effort to acquire and use L2, while focusing on something else. This overcomes the motivational problem of language lesson based in intensive investment in time with long term and disappointing rewards in proficiency” (B. Beardsmore and Kohls, cited in CLIL/EMILE, 2006).

Students may have different kinds of motivation, as formerly elucidated, and they can also make use of different cognitive structures to learn a new language. However, there is a key issue usually linked to successful language learning: the opportunities they have to put language into practice.

A renowned linguist and CLIL researcher, David Marsh, makes us pose of dichotomy, imagine learning to play a musical instrument such as piano, without being able to touch the key board: consider learning football without the opportunity to kick the ball by yourself. “to learn how to master a musical instrument, or football, requires that we gain both knowledge and skills simultaneously”. (Marsh, 2006). This is as true for music and football as for language.

Why and how learning take place is an ongoing debate, but possibly the combination of motivation and opportunities could be a powerful recipe for second language learning and teaching. Content

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Language Integrated Learning (CLIL) as its name implies “integrates” both language and content, providing students the opportunity to receive instruction and use the language whilst they learn, challenging the idea of “waiting until I think I am good enough in language to use it”. (Marsh, 2006). For that reason researcher is inclined to think that CLIL could be excellent medium to enhance students’ motivation. CLIL aims of teaching and learning (i)the promotion of linguistic diversity; (ii) promoting language learning;(iii)increasing the learner’s proficiency; and (iv)internalization. CLIL is a powerful and empowering way to learn language more over its research is policy-driven.

There exists few large-scale studies on attitude and motivation in bilingual learners in a CLIL context.e.g Brussels bi and multilingual young learners show the following:

(i) Young learners are highly motivated to learn languages and not only English(cf.Allain 2004)

(ii) Adolescents show positive attitudes,no loss of identity and they consider bilingualism as a core value; moreover, it enhances their self-esteem and motivation to learn languages(Ceuleers, in print).

On the other hand, it is not only by means of research but also from a firsthand experience in MUET. Teaching experience in MUET has shown me that how engineering students produce better outcome and achieve more sophisticated language by integrating language and content.

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3. RESEAERCH QUESTION AND OBJECTIVES

This chapter includes the research overview and research question, aims and objectives along with hypotheses and limitations of the study.

3.1 Study Aim

The aim of this study is to understand effects of CLIL on English language learners’ motivation a case Study of Mehran University of Engineering and Technology, Jamshoro.

3.2 Study Objectives

i. CLIL improves English Language learners’ motivation at MUET.

3.3 Research Questions

Q.1: What is the level of English language learners’ motivation at undergraduate level at MUET?

Q.2: What is the effect of CLIL on English language learners’ motivation at MUET?

Q3: What is the effect of CLIL teaching on learners vocabulary accusation and content knowledge?

3.4 Limitation of the Study

In view that CLIL and Motivation are wider terms and all the learning in classroom relating to the content and language are related with it, will also need wider study to see the wider results.

The study will be limited to identify to measure the effects of CLIL on learners’ motivation a case Study of Mehran University of Engineering and Technology Jamshoro.

Since, Mehran University is under focused area, so it will be quite challenging to conduct study on effects of CLIL on English language learners’ motivation. The data or result may be approximate as the conclusion will be based on the primary and secondary sources. Data availability will be a limitation to this study. Another challenge of this study will be to convince the respondents about the study to be strictly for research purpose.

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4. RESEARCH DESIGN AND METHODS

4.1 Overview

This study is investigating the effects of CLIL on English language learners’ motivation in Mehran University of Engineering and Technology, Jamshoro as a case study.

4.2 Methodology:

The research would be divided into two phases, pre questionnaire and pre-test, teaching of CLICL, post questionnaire and post-test. Researcher will focus on two departments of MUET covering two classes, each one from the department, undergraduate level. This research is quantitative in its nature.

i. Data Collection

Data would be collected through three major phrases:

First Phase is divided into two parts followed by pre questionnaire and pre-test filled by learners before teaching CLIL but with basic introduction of CLIL. Questionnaire will be given to students as to know the level of motivation of English language learners. Part two of first phase followed by pre-test this will focus on vocabulary and content-knowledge. The text will be designed with emphases on important words will be underlined or highlighted.

Keeping in view the results of two parts of first phase pre-questionnaire and pre-test two groups will be formed:

i. Experimental group (CLIL)ii. Content group (Normal)

Phase two of research will be started with teaching of CLIL in two classes per week and 8 classes/month. Four classes will be taken in each group focusing on CLIL (experimental group) and 4 classes focusing on (content group). The total number of students will be approximately sixty divided into two groups of thirty students.

Third phase will be consisting of post questionnaire and post-test results which will determine the overall changes in English language learners’ level of motivation.

4.4 Tools of Data Collection

Keeping in view the topic and objectives of the study tools of data collection will be the valuable feedback of students through Questionnaires of CLIL and Motivation.

4.5 Data Analysis

SPSS data software will be used for analysing the data.

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4.5 Ethics and Subjects Issues

Ethical issues are the concerns and dilemmas that arise over the proper way to execute research, more specifically not to create harmful conditions for the subjects of inquiry, humans, in the research process (Schurink, 2005: 43). I am very much aware of the big to be sensitive and respectful of research participants and their basic human rights and fully endorse the Ethical Code. In particular, I will ensure the following throughout my study:

i. Explain the aim and objectives of the study as well as the procedures to be followed up front to everybody taking part in the research;

ii. Make it clear to them that participating in the study is voluntary, and that should they for some reason want to withdraw from it, they have the right to voluntary do so at any time;

iii. That everybody participating in the study complete an informed consent form I will compile together with my promoter; and

iv. That their privacy will be respected at all time and that everything they share will be treated as confidential.

He (Schurink, 2005: 44) believes that it is useful for researchers to follow a practical approach in which they ask questions and push themselves hard to reach answers:

“The researcher needs to be honest about the purpose of his or her research. The study is likely to include not only the advancement of knowledge or understanding of some aspect of the social world, but also factors involving personal gain such as the achievement of a personal qualification, of a promotion, of some standing in a discipline (amongst colleagues, friends, rivals, relatives, etc.), and/or of some research funding”.

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4.6 Timeframes

S. Research TaskTime Duration (Months)

1 2 3 4 5 6

1. Obtain approval from MUET administration

2.Drafting Background Introduction, Literature

Review, Research design and Methodology

3. Survey Questionnaire/test development

4. Conducting survey in classrooms of MUET

5. Data entry in SPSS and data analysis

6. Development of first draft of Thesis

7. Development and Submission of Final Thesis

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5. SIGNIFICANCE OF THE STUDY

The information from this research will add to the study of the knowledge and theories on the subject matter of effects of CLIL on English language learners’ motivation. This study will provide base for further researches on effects of CLIL on English language learners’ motivation in Mehran University. The study will be significant for:

Mehran University of Engineering & Technology University policy makers Teachers and students

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6. REFERENCES

CLIL/EMILE. (2002). The European Dimension: Actions, Trends and Foresight Potential. European resolution retrieved from: http”//ec.europa.eu/languages/documents/doc/491_en.pdf

CELT, Centre for English Language Teaching. (2009). Conference Proceedings: Bridiging the gap between theory and practice in English language teaching. Vol. 18. Vienna English Working Papers (Views). Retrieved from: http”//anglistick.univie.ac.at/views/current-issue

Covington. M. (1998). The Will to Learn. A Guide for Motivating Young People. Cambridge. Cambridge University Press

Coyle, D. (2001). Content and Language Integrated Learning, motivating Learners and Teachers. University of Nottingham

Dalton-Puffer C. (2007). Discourse in Content Language Integrated Learning (CLIL) Classroom. John Benjamin B.V

Dornyei, Z. (2001). Motivational Strategies in Language Classroom. Cambridge. Cambridge University Press

Neolia Navarro Gil. (2012).Motivation and Content Language Learning, An Impulse for Second Language Learning. Master Universitari de Farmacio professorat de Secundaria.

Lasagabaster, D. 2011. English achievement and student motivation in CLIL and EFL settings.Innovation in Language Learning and Teaching 5, no. 1: 3–18

Marsh, D. (ed). 2002. CLIL/EMILE – The European Dimension: Actions, Trends and ForesightPotential. Public Services Contract DG EAC. European Commission.

Madrid, D. 2002. The power of the FL teacher’s motivational strategies. Cauce 25: 369–422.

Merisuo-Storm, T. 2007. Pupils’ attitudes towards foreign language learning and the development of literacy skills in bilingual education. Teaching and Teacher Education 23: 226–235.

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San Isidro, X. 2010. An insight into Galician CLIL: provision and results. In CLIL in Spain.Implementation, Results and Teacher Training, ed. D. Lasagabaster and Y. Ruiz de Zarobe,55–78. Newcastle upon Tyne, UK: Cambridge Scholars.The Language Learning Journal 223

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