Teaching English with Science: A Result of Content and Language Integrated Learning Approach and Mobile-assisted Inquiry Pedagogy

Abstract

To improve meaningful learning for today’s students, Content and Language Integrated Learning (CLIL) approach has been adopted to design positive learning environments in which both content and foreign language can be taught and learned together. This study presents an examination of students’ learning motivations, and their perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy through pre-test and post-test design. The study was conducted with 20 eighth grade students in northeastern region of Thailand. They were recruited to participate in the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. Students were examined their learning motivations and perceptions using 25 and 21 items of 5-points Likert-scales questionnaires. The results revealed that the students increased their learning motivations and perceptions toward the teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy. This finding implied that the teaching English with Science toward Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy had an influence on students’ learning motivations and their perceptions. This finding suggest that teaching English with Science in Content and Language Integrated Learning (CLIL) approach and Mobile-assisted Inquiry pedagogy could be a promising way of enhancing secondary school students’ learning motivations and their perceptions in English with Science class.