Enhancing English Skills by Using Content and language Integrated Learning Oontamma Jiraprapa1, Saenlang Pattira2, Boonchoo Sasithorn3,

Associate professor Dr. Kangsawad Thooptong4, 1.2.3.4. Pre-service teachers

5. Associate professor Dr., Lecturer, Department of Curriculum and Instruction, Faculty of Education, Mahasarakham University.

ABSTRACT

The aim of this article is to investigate language and content before and after learning by using content and language integrated learning of 40 high school students in Thailand selected by cluster random sampling. Three English lesson plans of content and language integrated learning (CLIL); listening tests, reading tests, speaking tests, and writing tests were used as tools to collect data. The results of this study revealed that the students who studied by using content and language integrated learning had more improving listening skill, reading skill, speaking skill, and writing skill. CLIL could help students learned a second language and content at the same time. Accordingly, using CLIL as a technique is emphatically beneficial to improve four English skills for high school students. KEYWORDS : Content and Language Integrated Learning, English Listening Skill, English Reading Skill, English Speaking Skill, English Writing Skill

INTRODUCTION

Content and language integrated learning (CLIL) is an approach which integrates the teaching of content from the curriculum with the teaching of a non-native language. CLIL helps students to develop skills in their first language and also helps them develop skills to communicate ideas about science, arts and technology to people around the world (Bentley, 2010). Currently, CLIL is important to teach process because it helps students to get knowledge and ability of content meanwhile, students learn a second language and content at the same time (Coyle and others, 2011). CLIL is a tool for the teaching and learning of content and language. The essence of CLIL is integration. This integration has a dual focus: (1) Language learning is included in a content class (e.g., maths, history, geography, computer programming, science, civics, etc.). This means repackaging information in a manner that facilitates understanding. Charts, diagrams, drawings, hands-on experiments and the drawing out of key concepts and terminology are all common CLIL strategies; (2) Content from subjects is used in language-learning classes. Students learn the language and discourse patterns they need to understand and use the content. Even in language

classes, students are likely to learn more if they are not simply learning the language for language’s sake, but using language to accomplish concrete tasks and learn new content. However, finding ways in the CLIL context to inject content into language classes will also help improve language learning. Thus, in CLIL, content goals are supported by language goals (Mehisto, 2008). Many schools start working with CLIL for several reasons. In some counties, CLIL developed as a grassroots movement and in others, with the aid of govement funding in large or small-scale projects. Elsewhere, CLIL has been implemented in schools as part of a nationwide policy. In many cases, the appeal of CLIL to primary and secondary schools is the way it addresses the need for plenty of practice in a foreign language, without increasing the number of dedicated language classes (Dale and Tanner, 2012). All mentions above shown that English learning is very important for students. In consequence, the researchers found the way to improve students’ English skills by using content and language integrated learning.

In Thailand, the Ministry of Education sets World-Class standard school, which is a school project organized learning courses to get near international standards. It aims to develop Thai students were equipped with the necessary language skills, schools throughout the country need to familiarize their students with both Thai values and international standards. In World-Class standard classroom, students need to learn foreign languages, especially English, should be taught in terms of four skills; listening, speaking, writing and reading, so that Thai students become fluent communicators. The teachers need to use teaching strategies to support their teaching in the world-class standard classroom. (The Ministry of Education, 2013).

Accordingly, the researchers realizedthe benefits of CLIL to improve four English skills more effectively. CLIL supports the achievement of the grade-appropriate functional proficiency in listening, speaking, reading and writing in the CLIL language. CLIL is also a tool that can make thestudents enthusiastic to improve their English skills in language learning. It encourages students tolearn, prepare, and wellness plan for learning and it can also be used outside the classroom. Moreover, CLIL supports students to learn the language quickly and achieve a high level of proficiency they become fluent and accurate.

RESEARCH OBJECTIVE

The objective of this article is to compare pre and post-tests of four English skill based on content and language integrated learning.

RESEARCH METHODOLOGY

This research was one group pretest-posttest design. The sample of 40 high school students in Thailand was selected by cluster random sampling. The instruments used in the experiment were three English lesson plans focusing on CLIL; listening tests, reading tests, speaking tests, and writing tests. The experimental processes were listening tests, speaking tests, reading tests, and writing tests were used to measure listening, speaking, reading, writing ability fors students before implementing CLIL, the three English lesson plans focusing on CLIL were implemented in the classroom. And the same listening tests, speaking tests, reading tests, and writing tests were used to measure listening, speaking, reading, writing ability to students after learning by using CLIL.

DATA COLLECTION AND DATA ANALYSIS

Data collection of the study included five months, started from October 2013 – January 2014. Data were analyzed to compare listening, speaking, reading, and writing skill of the sample before and after using content and language integrated learning in classroom activities. The statistics used in data analysis were dependent sample t-test to evaluate significant differences between pre-test and post-test of English listening, speaking, reading, writing skills.

RESULTS

The results of this research indicated as follows: Table 1: Results of comparing English listening skill before and after using content

and language integrated learning of high school students.

Points Number of students X S.D.

t-test significance

P

Pre-test

Post-test

40

40

7.90

12.95

0.90

0.71 31.577 .000

*at the 0.05 level of statistical significance Table 2: Results of comparing English reading skill before and after using content and

language integrated learning of high school students.

Points Number of students X S.D.

t-test significance

P

Pre-test

Post-test

40

40

7.68

13.08

0.83

0.66 30.914 .000

*at the 0.05 level of statistical significance

Table 3: Results of comparing English speaking skill before and after using content and language integrated learning of high school students.

Points Number of students X S.D.

t-test significance

P

Pre-test

Post-test

40

40

5.30

10.83

0.76

0.98 27.283 .000

*at the 0.05 level of statistical significance

Table 4: Results of comparing English writing skill before and after using content and language integrated learning of high school students.

Points Number of students X S.D.

t-test significance

P

Pre-test

Post-test

40

40

5.93

11.40

0.73

1.06 24.489 .000

*at the 0.05 level of statistical significance The table 1, 2, 3, 4 pointed out that the learners who studied by using content and

language integrated learning had more improving listening skill, reading skill, speaking skill, and writing skill at the 0.05 level of significance.

DISCUSSION AND RECOMMENDATIONS

The result of comparing four English skills showed that the post-test scores were significantly higher than the pre-test scores at .05 levels. The interestedness of the contentscould motivate students to enthusiastic to learnthe language as Dale and Tanner (2012) remarked that learning a subject through another language can also provide extra

motivation for the subject – a subject taught in another language may be more appealing to learners simply because they feel they are developing language skills along with the subject. Similar findings are provided by the research made by Varkuti (2010) that this empirical study compares two forms of language learning in Hungary by exploring the English language achievement of CLIL secondary school students and those of non-CLIL intensive foreign language learners acting as a control group. The result of her research is that the CLIL students have significantly better skills in applying their broader lexical knowledge in various contexts-embedded conversational situations, as well as take into account grammar rules, text coherence and sociolinguistic context.

RECOMMENDATIONS

The language teacher should work together with teachers of other subjects incorporating the vocabulary, terminology and texts from those other subjects into the classes.