The effects of English-only Mathematics classes on younglearners' learning achievements
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 t...
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ndltd-TW-106STUT07410092019-06-27T05:28:25Z http://ndltd.ncl.edu.tw/handle/27x3sy The effects of English-only Mathematics classes on younglearners' learning achievements 小學生全英語數學課堂學習成效之研究 Hsieh, Ya-Ching 謝雅靖 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. Huang, Da-Fu 黃大夫 2018 學位論文 ; thesis 77 en_US |
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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.
|
author2 |
Huang, Da-Fu |
author_facet |
Huang, Da-Fu Hsieh, Ya-Ching 謝雅靖 |
author |
Hsieh, Ya-Ching 謝雅靖 |
spellingShingle |
Hsieh, Ya-Ching 謝雅靖 The effects of English-only Mathematics classes on younglearners' learning achievements |
author_sort |
Hsieh, Ya-Ching |
title |
The effects of English-only Mathematics classes on younglearners' learning achievements |
title_short |
The effects of English-only Mathematics classes on younglearners' learning achievements |
title_full |
The effects of English-only Mathematics classes on younglearners' learning achievements |
title_fullStr |
The effects of English-only Mathematics classes on younglearners' learning achievements |
title_full_unstemmed |
The effects of English-only Mathematics classes on younglearners' learning achievements |
title_sort |
effects of english-only mathematics classes on younglearners' learning achievements |
publishDate |
2018 |
url |
http://ndltd.ncl.edu.tw/handle/27x3sy |
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