Pub Date : 2023-10-25DOI: 10.30827/portalin.vivii.29162
Bartolomé Pizà-Mir, Eduardo García Mármol, Juan-Carlos De la Cruz-Campos
The aim of the present study was to examine the relationship between cardiorespiratory fitness and foreign language score, among primary and secondary education students in a group of 223 students (111 of primary school and 122 of secondary school) from Baleares region, Spain, aged between 9 and 16 years old that participated in the study. A statistical regression analysis was carried out for the comparison of the two variables (cardiorespiratory fitness and English subject score) in primary and secondary education. Physical fitness was assessed using the 6-minute walk test (6MWT) and the values obtained were shown in VO2max. English subject scores were collected at the end of the year prior to the test. The results obtained did not reveal any correlation between VO2max and final English score in primary school (r=.04, p=.65). However, dataset revealed a positive small correlation between VO2max and final English score in secondary school (r=.26, p=.01). These findings suggest that while physical activity may have some positive effect on final score, the relationship is complex and may be influenced by various other factors. Further research is needed to better understand the relationship between physical activity and learning, as well as the potential moderating factors involved.
摘要本研究以西班牙巴利亚利斯地区9 ~ 16岁的223名小学生(111名小学生，122名中学生)为研究对象，探讨中学生心肺功能与外语成绩的关系。对中小学教育中心肺适能和英语学科成绩两个变量进行统计回归分析比较。使用6分钟步行测试(6MWT)评估身体健康，获得的值显示在VO2max中。在考试前一年年底收集英语科目成绩。结果显示，VO2max与小学英语期末成绩之间没有相关性(r=)。04, p =主板)。然而，数据集显示VO2max与中学英语成绩之间存在正相关(r=。26日,p = . 01)。这些发现表明，虽然体育锻炼可能对最终得分有一定的积极影响，但这种关系是复杂的，可能受到各种其他因素的影响。需要进一步的研究来更好地理解体育活动和学习之间的关系，以及潜在的调节因素。
{"title":"Relationship between cardiorespiratory fitness and English performance as foreign language","authors":"Bartolomé Pizà-Mir, Eduardo García Mármol, Juan-Carlos De la Cruz-Campos","doi":"10.30827/portalin.vivii.29162","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29162","url":null,"abstract":"The aim of the present study was to examine the relationship between cardiorespiratory fitness and foreign language score, among primary and secondary education students in a group of 223 students (111 of primary school and 122 of secondary school) from Baleares region, Spain, aged between 9 and 16 years old that participated in the study. A statistical regression analysis was carried out for the comparison of the two variables (cardiorespiratory fitness and English subject score) in primary and secondary education. Physical fitness was assessed using the 6-minute walk test (6MWT) and the values obtained were shown in VO2max. English subject scores were collected at the end of the year prior to the test. The results obtained did not reveal any correlation between VO2max and final English score in primary school (r=.04, p=.65). However, dataset revealed a positive small correlation between VO2max and final English score in secondary school (r=.26, p=.01). These findings suggest that while physical activity may have some positive effect on final score, the relationship is complex and may be influenced by various other factors. Further research is needed to better understand the relationship between physical activity and learning, as well as the potential moderating factors involved.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135168939","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29168
Ricardo Martín-Moya, Markel Rico-González
Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities.
{"title":"Physical Education and English learning: perceptions of students participating in a CLIL program","authors":"Ricardo Martín-Moya, Markel Rico-González","doi":"10.30827/portalin.vivii.29168","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29168","url":null,"abstract":"Content and Language Integrated Learning (CLIL) is an innovative approach that integrates language learning with content-based instruction in a variety of subjects including physical education and tactical learning of sport. This paper aims to explore the benefits of combining these two subjects in the classroom and how it can lead to a more dynamic and effective learning experience for students. A total of 32 students (22 males/10 females) with a mean age of 16.62 years (SD = 0.5) took part. Students completed weekly reflective entries in their personal diary. In addition, two focus groups were conducted with a total of 12 students each. Considering the nature of this research, the qualitative method was chosen to gather and analyze the data, using NVivo (version 12 QSR International). Three main themes emerged: 1) Visual material to improve language learning and comprehension, 2) Learning English during the practice of physical exercise and 3) Lack of Balance among the 4 Cs of CLIL. CLIL is an effective approach to integrating language learning with content-based instruction in physical education and tactical learning of sport. It is essential to implement some strategies to capture the attention of students while they are involved in the activities.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273948","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29161
Alejandra Hernando Garijo, David Hortigüela Alcalá, Ángel Pérez Pueyo
La Educación Física (EF), debido a la motivación intrínseca que genera en el estudiante, puede ser una asignatura idónea para el aprendizaje de una segunda lengua. El objetivo del estudio fue analizar la percepción de una docente de EF y de sus estudiantes sobre la adquisición del idioma y de los contenidos de la materia. Participa una docente que imparte EF en inglés y castellano, así como 80 estudiantes de dos cursos de la ESO (38 en grupos bilingües y 42 en no bilingües). Se utilizó un enfoque cualitativo en el que se emplearon tres instrumentos de recogida de datos: entrevistas semiestructuradas, diarios de registro y grupos de discusión. Se establecieron tres categorías de análisis: a) Adquisición del idioma; b) Contenidos curriculares de EF; c) Dificultad de la materia. Los resultados muestran cómo la formación sobre metodología CLIL resulta un aspecto clave en la enseñanza de la EF en inglés, no reduciendo el aprendizaje de los contenidos curriculares. Los grupos bilingües, especialmente los de cursos inferiores, manifiestan una mayor dificultad por ser impartida en inglés.
{"title":"Incidencia de la metodología CLIL en la adquisición del idioma y en los contenidos de Educación Física","authors":"Alejandra Hernando Garijo, David Hortigüela Alcalá, Ángel Pérez Pueyo","doi":"10.30827/portalin.vivii.29161","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29161","url":null,"abstract":"La Educación Física (EF), debido a la motivación intrínseca que genera en el estudiante, puede ser una asignatura idónea para el aprendizaje de una segunda lengua. El objetivo del estudio fue analizar la percepción de una docente de EF y de sus estudiantes sobre la adquisición del idioma y de los contenidos de la materia. Participa una docente que imparte EF en inglés y castellano, así como 80 estudiantes de dos cursos de la ESO (38 en grupos bilingües y 42 en no bilingües). Se utilizó un enfoque cualitativo en el que se emplearon tres instrumentos de recogida de datos: entrevistas semiestructuradas, diarios de registro y grupos de discusión. Se establecieron tres categorías de análisis: a) Adquisición del idioma; b) Contenidos curriculares de EF; c) Dificultad de la materia. Los resultados muestran cómo la formación sobre metodología CLIL resulta un aspecto clave en la enseñanza de la EF en inglés, no reduciendo el aprendizaje de los contenidos curriculares. Los grupos bilingües, especialmente los de cursos inferiores, manifiestan una mayor dificultad por ser impartida en inglés.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135274244","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29172
Eliseo Fernández Barrionuevo, Francisco Tomás González Fernández, Javier Villoria-Prieto
The aim of the present study was to find out whether Active-Breaks (AB) improve the three levels of reading comprehension in a foreign language which could be a determining variable in the academic success of the implementation of CLIL programmes. This study involved a total of 50 healthy students [n=25: Control Condition (CC), and n= 25: Active-Break Condition (ABC)] from one secondary school in the Region of Andalucía (Spain). To investigate the acute effects of an AB on reading comprehension in a foreign language, those in the CC were asked to maintain their ordinary routines, while those in the ABC modified their class by introducing ten minutes of exercise. After that both groups complete a reading comprehension test. Significant different were found in both question of literal comprehension, p=0.03, d=0.38, p=0.001, d=0.11, and in both question of inferential comprehension, p=.003, d=0.35, p=0.03, d=0.47. Crucially, in both question of evaluation, p=0.26, d=0.20, p=0.41, d=0.40, no significant difference was appreciated. The present study demonstrated that overall student’s reading comprehension in a foreign language improves after of AB of 10 min (compared with CC) and concretely, improve the efficiency in question of literal comprehension and inferential comprehension.
{"title":"Effect of Active Breaks on reading comprehension in a foreign language","authors":"Eliseo Fernández Barrionuevo, Francisco Tomás González Fernández, Javier Villoria-Prieto","doi":"10.30827/portalin.vivii.29172","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29172","url":null,"abstract":"The aim of the present study was to find out whether Active-Breaks (AB) improve the three levels of reading comprehension in a foreign language which could be a determining variable in the academic success of the implementation of CLIL programmes. This study involved a total of 50 healthy students [n=25: Control Condition (CC), and n= 25: Active-Break Condition (ABC)] from one secondary school in the Region of Andalucía (Spain). To investigate the acute effects of an AB on reading comprehension in a foreign language, those in the CC were asked to maintain their ordinary routines, while those in the ABC modified their class by introducing ten minutes of exercise. After that both groups complete a reading comprehension test. Significant different were found in both question of literal comprehension, p=0.03, d=0.38, p=0.001, d=0.11, and in both question of inferential comprehension, p=.003, d=0.35, p=0.03, d=0.47. Crucially, in both question of evaluation, p=0.26, d=0.20, p=0.41, d=0.40, no significant difference was appreciated. The present study demonstrated that overall student’s reading comprehension in a foreign language improves after of AB of 10 min (compared with CC) and concretely, improve the efficiency in question of literal comprehension and inferential comprehension.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273727","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29170
Francisco José Martínez-Hita, Manuel Gómez-López, David Manzano Sánchez
The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.
{"title":"Influence of teachers' linguistic competence on the implementation of CLIL in Physical Education","authors":"Francisco José Martínez-Hita, Manuel Gómez-López, David Manzano Sánchez","doi":"10.30827/portalin.vivii.29170","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29170","url":null,"abstract":"The aim of this paper was to know the influence of the qualification level in the second foreign language in order to see the differences in teacher perception in Bilingual Physical Education classes (AICLE). For this, 146 active teachers in Physical Education participated in the present study, to whom the Physical Education Session Evaluation questionnaire (CESEFA) was administered through. Effects based on the sex of the participants and age category were also checked. The analysis of results showed that the participants who had a C1 level of English had a more positive perception of all categories analyzed. In turn, no differences were found based on the sex of the participants, but were found based on the age category, finding that those under 36 with a B2 level had a better perception of their classes in the items: take advantage of breaks, adaptation of content and feedback. It is concluded that the degree of qualification influences the perception of Physical Education classes, and that in the case of the youngest subjects, there are elements related to the individual efficacy variable, where no differences were found according to the degree of qualification or even these are positive in favor of level B2.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135274241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29169
Eeva-Maria Hooli, José Luis Ortega-Martín, Pedro Jesús Ruiz-Montero
Total physical response (TPR) aims to develop listening comprehension and verbal communication skills of beginner level of students through physical actions. This paper is a systematic review of the literature on EFL teaching by TPR methodology on higher education students in the area of English teaching, Physical Education, and Physical Activity and Sport. After an exhaustive search, 5 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative, while the variety of samples and duration of interventions was broad. The instruments employed were mainly reflexive diaries with open questions and descriptive survey, as well questionnaires and surveys, and the programs were developed specifically for Spain and Asian countries. In conclusion, the present systematic review highlights that TPR and physical activities can have a positive effect on higher education students EFL learning.
{"title":"EFL teaching through Total Physical Response and Physical Activity on Higher Education students: A systematic review","authors":"Eeva-Maria Hooli, José Luis Ortega-Martín, Pedro Jesús Ruiz-Montero","doi":"10.30827/portalin.vivii.29169","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29169","url":null,"abstract":"Total physical response (TPR) aims to develop listening comprehension and verbal communication skills of beginner level of students through physical actions. This paper is a systematic review of the literature on EFL teaching by TPR methodology on higher education students in the area of English teaching, Physical Education, and Physical Activity and Sport. After an exhaustive search, 5 peer-reviewed publications were classified according to frequency and geographical distribution, sample and duration of the programs, research methodologies, data collection instruments used, and main outcomes investigated. The results indicate that the research methodologies used tended to be qualitative, while the variety of samples and duration of interventions was broad. The instruments employed were mainly reflexive diaries with open questions and descriptive survey, as well questionnaires and surveys, and the programs were developed specifically for Spain and Asian countries. In conclusion, the present systematic review highlights that TPR and physical activities can have a positive effect on higher education students EFL learning.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273966","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29160
Miriam N. García-Núñez, Raúl Fraguela-Vale, María Bobadilla-Pérez
Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.
{"title":"Preservice Physical Education teachers´ attitudes towards teaching in Foreign Languages. Expectations and training needs","authors":"Miriam N. García-Núñez, Raúl Fraguela-Vale, María Bobadilla-Pérez","doi":"10.30827/portalin.vivii.29160","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29160","url":null,"abstract":"Spanish education authorities are promoting multilingualism through bilingual and multilingual programmes, with an increasing focus on teaching Physical Education (PE) through the use of Content and Language Integrated Learning (CLIL) in schools. Although there have been several studies exploring the effects of this interaction, most focus on the perceptions of practising teachers or on the evaluation of bilingual programmes, leaving a gap in relation to initial teacher training. The aim of this quantitative study is to understand prospective PE teachers' perceptions of their training needs and their readiness to teach PE through a FL. For this purpose, a cross-sectional, descriptive and correlational design was used involving 160 students in their third and fourth year of the degree course in Primary Education with a specialisation in PE at the University of A Coruña. Data were collected through a quantitative questionnaire. The results of the study indicate that students do not feel competent in the use of a FL and consider that they do not receive sufficient training to use it as a vehicle for instruction in PE. Despite this lack of competence, students do not demand further training in CLIL due to their low perceived proficiency in a FL.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135268103","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29163
Antonio Granero-Gallegos, Ginés David López-García, Rafael Burgueño
Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis)empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) participated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants completed the following scales: the Educator-Created Empowering and Disempowering Climate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disempowering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were differentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations between empowering climates and need satisfaction, and between disempowering climates and need frustration. Conclusions: the findings underscore the importance not only of teacher educators creating empowering climates.
{"title":"Are educator-created (dis)empowering climates equally associated with motivational experiences in physical education pre-service teachers as in foreign language pre-service teachers?","authors":"Antonio Granero-Gallegos, Ginés David López-García, Rafael Burgueño","doi":"10.30827/portalin.vivii.29163","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29163","url":null,"abstract":"Guided by self-determination theory, the objective of the present research was to examine the differences between physical education (PE) and foreign language (FL) pre-service teachers in terms of the associations between perceived educator-created (dis)empowering climates and need-based experiences and motivation. A convenience sample of 246 PE and 208 FL pre-service teachers (57.08% women, Mage=24.92, SD=4.07) participated in this cross-sectional research. All the participants came from eight Andalusian public universities: Almería (19.8%), Cádiz (5.7%), Córdoba (3.7%), Granada (32.2%), Huelva (3.5%), Jaén (4.8%), Málaga (16.1%) and Sevilla (14.1%). The participants completed the following scales: the Educator-Created Empowering and Disempowering Climate Questionnaire, the Basic Psychological Needs Satisfaction Scale, the Psychological Needs Thwarting Scale, and the Academic Motivation Scale. The results showed that PE pre-service teachers scored significantly higher than FL pre-service teachers in disempowering climate, need satisfaction and amotivation. The results from the multi-group path analysis revealed that, overall, empowering and disempowering climates were differentially associated with the motivational outcomes between the PE and FL pre-service teachers. More specifically, FL pre-service teachers had slightly higher associations between empowering climates and need satisfaction, and between disempowering climates and need frustration. Conclusions: the findings underscore the importance not only of teacher educators creating empowering climates.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135273249","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-10-24DOI: 10.30827/portalin.vivii.29171
Pablo Camacho Lazarraga
Content and Language Integrated Learning (CLIL) is increasingly being researched and developed in Spain. This system is based on combining the four language skills (listening, speaking, reading and writing) in a realistic context, which makes the use of language functional, with numerous studies showing the benefits of this type of content combination. The aim of the study is to analyze the differences in the effect of this type of learning in relation to the gender or ages of the students participating in such programs. The sample selected for the study was 46 students, with an average age of 13.39 years, corresponding to the 2nd and 4th years of secondary education. The SSI-BPE (Sport Satisfaction Instrument in Bilingual Physical Education) questionnaire was used to record the degree of student satisfaction. The results indicate that the bilingual teaching modality in PE classes for the development of content related to the sport of basketball is associated with an increase in satisfaction and enjoyment of the classes. However, it appears that this motivation decreases with age.
内容和语言综合学习(CLIL)在西班牙得到越来越多的研究和发展。这个系统是基于在现实环境中结合四种语言技能(听、说、读、写)，这使得语言的使用具有功能性，许多研究表明这种内容组合的好处。本研究的目的是分析这种类型的学习效果的差异与性别或年龄的学生参与这种计划。本研究选取的样本为46名学生，平均年龄为13.39岁，对应于中学二年级和四年级。采用SSI-BPE (Sport Satisfaction Instrument in Bilingual sports Education)问卷调查学生满意度。结果表明，在体育课堂中采用双语教学模式开发篮球运动相关内容，可以提高学生的课堂满意度和课堂享受度。然而，这种动机似乎随着年龄的增长而减弱。
{"title":"Study of the satisfaction by age and gender of secondary school students with the integrated learning of Basketball and English language through a Non-linear Pedagogy","authors":"Pablo Camacho Lazarraga","doi":"10.30827/portalin.vivii.29171","DOIUrl":"https://doi.org/10.30827/portalin.vivii.29171","url":null,"abstract":"Content and Language Integrated Learning (CLIL) is increasingly being researched and developed in Spain. This system is based on combining the four language skills (listening, speaking, reading and writing) in a realistic context, which makes the use of language functional, with numerous studies showing the benefits of this type of content combination. The aim of the study is to analyze the differences in the effect of this type of learning in relation to the gender or ages of the students participating in such programs. The sample selected for the study was 46 students, with an average age of 13.39 years, corresponding to the 2nd and 4th years of secondary education. The SSI-BPE (Sport Satisfaction Instrument in Bilingual Physical Education) questionnaire was used to record the degree of student satisfaction. The results indicate that the bilingual teaching modality in PE classes for the development of content related to the sport of basketball is associated with an increase in satisfaction and enjoyment of the classes. However, it appears that this motivation decreases with age.","PeriodicalId":54349,"journal":{"name":"Porta Linguarum","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2023-10-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135274064","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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