VietTESOL International Convention, VietTESOL International Convention 2018

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Using a Content and Language Integrated Learning (CLIL) to Enhance Students’ Vocabulary Development
Chanaichon Damsri

Building: A11
Room: 2nd floor Reading Room-A11 Building
Date: 2018-10-12 02:00 PM – 02:45 PM
Last modified: 2018-09-16

Abstract


The main purpose of this study was to explore the impact of ESP teachers’ instructional practices especially in the view of literacy on the effectiveness of students’ vocabulary development. A formative and design experiment method was implemented. Teacher and student participants were recruited according to their willingness to volunteer to be involved in the project. In order to collect data from every dimension, various kinds of materials were collected in this study. The instruments of this study consisted of a unit design instructional plan, questionnaires and interviews, class observations, baseline lesson plans, baseline students’ writing samples, and final product students’ writing samples.  Data from the interview sessions was transcribed verbatim and explored to find emerging themes. Text analysis for the lesson plans was conducted to examine the organization of the lesson plans, the alignment of the course objectives, language objectives and assessment. The field notes derived from class observations were categorized into themes to see the development of the teacher’s practice, students’ interactions and classroom practices. Text analysis for the base line lesson plan was conducted to examine the organization of the lesson plan, the alignment of the course objectives, language objectives and assessment. Text analysis for students’ writing samples was conducted to examine complexity of vocabulary, sentence structure, and ideational content of the writing products. A preliminary result showed that well alignment of teachers’ instructional plans, objectives and text types related to students’ content areas promotes students writing ability, and vocabulary development.


Keywords


CLIL; Vocabulary enhancement; Formative Design