Effects of content and language integrated learning class design based on the first principle of instruction theory: A case study

Hao Hao, Hitoshi Susono, Masanori Yamada

Research output: Chapter in Book/Report/Conference proceedingConference contribution

Abstract

Content and Language Integrated Learning (CLIL) has emerged as a popular approach to language education in Europe and America in recent years. The main features of CLIL are learning foreign languages while gaining professional knowledge, enhancing student thinking, and improving the understanding of culture. However, CLIL has certain limitations, which a more effective course design may address. This paper aims to use the First Principle of Instruction (FPI) theory, one of the Instructional Design (ID) theories, to design CLIL in order to improve the course. This paper has selected the Japanese CLIL course in China as an example. The target learners are 16 students of the Japanese major at the university. The subject of the course is Intercultural Education. The results indicated that the FPI-based pre- and post- questionnaires revealed significant difference, as compared to those of the Japanese proficiency test. The analyses of the proficiency test, FPI, and CLIL indicated that there is a high correlation between the test and FPI whereas there is a moderate correlation between the test and CLIL and between FPI and CLIL.

Original languageEnglish
Title of host publicationProceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018
EditorsDemetrios G. Sampson, Demetrios G. Sampson, Pedro Isaias, Dirk Ifenthaler, Dirk Ifenthaler, Luis Rodrigues
PublisherIADIS Press
Pages201-207
Number of pages7
ISBN (Electronic)9789898533814
Publication statusPublished - Jan 1 2018
Event15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018 - Budapest, Hungary
Duration: Oct 21 2018Oct 23 2018

Publication series

NameProceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018

Other

Other15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018
CountryHungary
CityBudapest
Period10/21/1810/23/18

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All Science Journal Classification (ASJC) codes

  • Education
  • Artificial Intelligence

Cite this

Hao, H., Susono, H., & Yamada, M. (2018). Effects of content and language integrated learning class design based on the first principle of instruction theory: A case study. In D. G. Sampson, D. G. Sampson, P. Isaias, D. Ifenthaler, D. Ifenthaler, & L. Rodrigues (Eds.), Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018 (pp. 201-207). (Proceedings of the 15th International Conference on Cognition and Exploratory Learning in the Digital Age, CELDA 2018). IADIS Press.