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Description
This study investigated the effects of the soft-CLIL approach on students' creative performance as well as how cooperative learning, with L1 assistance enhances students’creative production. Twenty five Japanese high school students with an intermediate English level participated in three 40-minute lessons on the SDGs theme "Responsible Consumptionand Production." The lesson was designed according to the CLIL framework (Ikeda, 2016) consisted of several cooperative tasks followed by a group presentation task. Data were collected and analyzed through pre- and post-questionnaires, discussion transcripts, performance evaluations, and self-reflections using a rubric. Some implications of this study will be discussed.
Summary
This study examined the influence of a soft-CLIL approach with L1 support on the creative performance of Japanese high school students. Thirty-two intermediate-level learners completed three CLIL-based lessons on the theme of "Responsible Consumption and Production" from the SDGs. The lessons included cooperative tasks and a group presentation. Data from questionnaires, transcripts, evaluations, and self-reflections and interviews were analyzed. The findings suggest that the approach positively impacted creative production, and the implications are discussed.
| Teaching Context | Junior/senior high-school |
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