The effects of English-only Mathematics classes on younglearners' learning achievements

• Main Authors: Hsieh, Ya-Ching, 謝雅靖
• Other Authors: Huang, Da-Fu
• Format: Others
• Language: en_US
• Published: 2018
• Online Access: http://ndltd.ncl.edu.tw/handle/27x3sy

碩士 === 南臺科技大學 === 應用英語系 === 106 === This study investigates the effect of the CLIL (Content and language integrated Learning; CLIL)-oriented English-only teaching approach on students’ English and mathematics learning achievement. The purposes of the study are to understand (1) the degree to which the English-only approach facilitates the building of the mathematics knowledge, (2) the degree to which the English-only approach improves the students’ English skills, (3) the correlation between the students’ participation in class and their math learning achievement. A total of 25 elementary school students participated in the research, 8 Grade-2 and 17 Grade-3 students attending an English cram school for a semester in Tainan city. All participants were assessed at the beginning using a Mathematics test and the Cambridge YLE Starters test for baseline listening, speaking, reading and writing ability prior to administration of the CLIL oriented English-only program, and assessed again at the end of the program. The results of the study are summarized as follows: (1) Significant improvements in young learners’ English proficiency in Cambridge YLE test are found. For listening: The G2 average score improvement rate was 25%, and for G3 was 11.7%. For speaking: the G2 average score improvement rate was 50.5%, and for G3 was 25.9%. Reading/ writing: G2 average scores improved by 151.9%, and G3 improved by 60.6%; (2) There were minimal improvements in Mathematics knowledge achievement in the Lone Star Mathematics final test. The G2 average scores improvement rate was 6%, and for G3 was 17%; (3) The research found a significant correlation (r=0.868, p<0.05) between young learners’ participation in the class and their Mathematics scores, suggesting a strong association between the young learners’ class involvement and their final achievement in IV mathematics. The current findings support the previous research suggesting that the application of CLIL oriented English-only programs can provide an efficient language learning approach for young learners’ English listening, speaking, reading and writing acquisition and they will also build content knowledge. Furthermore, this study provides a reference for other elementary schools considering the benefits of a CLIL oriented English-only program.