The effect of Content and Language Integrated Learning on the development of English reading comprehension skills

Jaumer Andrés Quintana Aguilera, Daniela Restrepo Castro, Gonzalo Romero, Gustavo Adolfo Cárdenas Messa
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引用次数: 10

Abstract

This action-research study analyzed the effect of Content and Language Integrated Learning (CLIL) on the development of reading comprehension skills in English of 21 students of eleventh-grade in Colombia. A diagnostic test and the Survey of Reading Strategies were administered in class in order to establish the students’ level of reading comprehension in English and the reading strategies they used. A series of interventions to develop reading skills were carried out through instructional material based on the CLIL approach. The data was collected using qualitative instruments, such as the researcher’s field journal, an observation protocol and a focus group. Initially, students used very few or no reading comprehension strategies effectively. Moreover, they had poor performance in reading comprehension tests. After the implementation, the students demonstrated a more controlled and monitored use of their comprehension strategies that significantly influenced the development of their reading ability.
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内容与语言整合学习对英语阅读理解技能发展的影响
本行动研究分析了内容与语言综合学习(CLIL)对哥伦比亚21名十一年级学生英语阅读理解技能发展的影响。在课堂上进行了诊断测试和阅读策略调查,以确定学生的英语阅读理解水平和他们使用的阅读策略。通过基于CLIL方法的教学材料进行了一系列培养阅读技能的干预措施。数据是使用定性工具收集的,如研究人员的现场期刊、观察方案和焦点小组。最初,学生们很少或根本没有有效地使用阅读理解策略。此外,他们在阅读理解测试中表现不佳。实施后,学生表现出对理解策略的使用更加可控和监控,这显著影响了他们阅读能力的发展。
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发文量
24
审稿时长
30 weeks
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