Influence of CLIL with MOOCs on Japanese EFL students' L2 willingness to communicate and international posture

IF 1.3 Q2 EDUCATION & EDUCATIONAL RESEARCH

TESOL Journal Pub Date : 2024-05-29 DOI:10.1002/tesj.840

Kanako Yamaoka

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引用次数: 0

Abstract

This study investigates whether Japanese university students' motivation to communicate in English was enhanced through the application of content and language integrated learning (CLIL) practices. Fifty‐three non–English majors took a CLIL English class that utilized massive open online course (MOOC) content for a semester. They gave presentations on the MOOC of their choice after watching lectures for a certain period. A questionnaire on second‐language (L2) willingness to communicate (WTC) and international posture was administered three times throughout the semester. Analysis of variance showed significant effects on the factor having things to communicate, whereas L2 WTC and other elements of international posture did not change significantly. A qualitative analysis of students' comments on classes indicated that allowing students to learn topics of interest to them and giving presentations boosted having things to communicate, intercultural approach‐avoidance tendency, and L2 WTC. Based on these results, the author discusses the importance of students' autonomy in learning topics and the necessity of longitudinal research and increasing opportunities for students to speak English in useful and authentic ways.

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CLIL与MOOCs对日本EFL学生的L2交流意愿和国际姿态的影响

本研究探讨了日本大学生是否通过应用内容与语言整合学习（CLIL）实践提高了用英语交流的积极性。53 名非英语专业的学生在一个学期内参加了利用大规模开放在线课程（MOOC）内容的 CLIL 英语课程。他们在观看了一段时间的讲座后，就自己选择的 MOOC 进行了演讲。在整个学期中，他们进行了三次关于第二语言（L2）交流意愿（WTC）和国际姿态的问卷调查。方差分析结果显示，"有交流意愿 "这一因素有显著影响，而 "第二语言交流意愿 "和 "国际姿态 "的其他因素则没有显著变化。对学生课堂评论的定性分析表明，让学生学习他们感兴趣的话题和进行演讲，会促进 "有事可交流"、"跨文化接近-回避倾向 "和 "第二语言世界语能力"。基于这些结果，作者讨论了学生自主学习话题的重要性，以及纵向研究和增加学生以有用和真实的方式说英语的机会的必要性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

TESOL Journal EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.30

自引率

7.10%

发文量

期刊介绍： TESOL Journal (TJ) is a refereed, practitioner-oriented electronic journal based on current theory and research in the field of TESOL. TJ is a forum for second and foreign language educators at all levels to engage in the ways that research and theorizing can inform, shape, and ground teaching practices and perspectives. Articles enable an active and vibrant professional dialogue about research- and theory-based practices as well as practice-oriented theorizing and research.