Desing of a SoftWare based on Methodology
Yuliana Andrea Gallego Alzate yagallego@ucundinamarca.edu.co Rosa Delia Acosta rdacosta@ucundinamarca.edu.co Martha Isabel Diaz marthaidiaz@ucundinamarca.edu.co
SUMMARY
This pedagogical experience promotes the design of an innovative software based on CLIL methodology taking into account learners’ needs and goals, with the purpose of motivating and engaging them in a significative English learning process. This study integrates the use of technology as tool for improving and developing language skills between learners and CLIL approaches regarding to the way of for learning English as a foreign language.
OBJETIVES
To improve the development of the communicative skills in foreign language of students from Cundinamarca University in the Psychology program through the design and implementation of a software containing original didactic material created under the parameters of CLIL methodology. To measure the impact of the didactic proposal on the students’ language use improvement.
DATA COLLECTION INSTRUMENTS
During the pre-implementation stage, data was collected with an entrance test which diagnosed strengths and weaknesses in student’s reading comprehension skills and vocabulary. In the whileimplementation stage, the didactic units were arranged and the activities were developed by students, answers were checked . In the postimplementation stage, a post test was conducted to analyze performance and verify improvements in the different abilities, a survey was also applied with the purpose of knowing students perceptions.
INTRODUCTION This research claims the design and implementation of a software based on the CLIL methodology in order to improve language skills and foster high thinking skills between learners in a public university, through the developing of virtual activities which involve reading comprehension excercises, vocabulary practices, participating in forums and writing parragraphs, all the above related to 2 contents (synapses structures and cell) which are part of the Morphophysiology subject in the Psychology program. These virtual learning objects are structured like didact units in which students are challenged to learn some contents in a foreign language using different learning strategies following the cognitive process from remembering, understanding, applying, analyzing, evaluating, and creating levels.
METHODOLOGY For this research, a quasi-experimental design was employed. The sample of study consisted of 34 students that divided into two groups; 14 students in control group, and 20 students in experimental group. Both groups took pre-test and post-test as data collection, however only the experimental group was treated by using CLIL approach trough MEP (Moodle e-learning platform) on specific thematic units from the Morphophysiology course that is taught in first year. Furthermore, descriptive statistical analysis was used to measure the students' language skills level. .
FINDINGS
The results showed that there was a statistically significant difference (30%) on improving percentage between the achievement of the experimental group and that of control group on post-test in favor of the experimental group. The difference implied that the implementation of CLIL approach through MEP course was effective to improve the students' language’s skill. In addition a survey was conducted to measure student’s different perceptions of their improvements in the English proficiency level after implementation, students indicated that they really feel that improved between 30% and 40% their language level. All students gave high score to their perceptions about improving comprehension skills and their final production. This finding is consistent with the results of CLIL approach which offers learners a comprehensible input ( Krashen, 1985).
Reference Dalton-Puffer, C. (2007). “Discourse in content and language integrated learning (CLIL)classrooms”.
Amsterdam, John Benjamins B.V. Machunsky, M. (2008).Developing Material for P. E. Lessons in CLIL. Seminar paper. Germany,GRIN Verlag. Krashen, Stephen D. Principles and Practice in Second Language Acquisition. Oxford: Pergamon, 1982.
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