An investigation of learning efficacy, management difficulties and improvements in tertiary CLIL (Content and Language Integrated Learning) programmes in Taiwan: A survey of stakeholder perspectives
Keywords:CLIL evaluation, Taiwan, tertiary education, stakeholders’ perspective.
In 2011, Taiwan’s Ministry of Education conducted a national-scale appraisal of 92CLIL programmes. However, we lack an effective model for examining by preciselyhow much improvement in the quality of the CLIL programmes will rise asa consequence of the increased language proficiency and the acquisition of disciplinaryknowledge. To gain greater insight into the relationship between theexecution and appraisal results of CLIL and the facilitation of content and foreignlanguage acquisition, we researched the stakeholders’ perceptions of and attitudestowards CLIL in order to create a reference for the national appraisal results.Our aim was to collect both quantitative and qualitative data on the programmemanagers, teachers and learners in 12 CLIL programmes nationwide by way of aquestionnaire survey and interviews. We assessed these data to answer our mainresearch questions regarding the efficacy and effectiveness of employing CLIL educationin higher education in Taiwan. In total, 53 undergraduates and postgraduateCLIL students completed a self-designed questionnaire survey, investigatingtheir perceptions of and attitudes towards CLIL education. In addition, interviewswith CLIL programme managers and student focus-groups were also conductedto further probe their opinions on CLIL. The findings mainly revealed that the learners’satisfaction with the CLIL approach is greatly affected by their level of languageproficiency. Our findings can significantly advance our understanding ofthe current situation of CLIL education and the likely effects of changing the curriculaand directions of delivering content and foreign language courses at thetertiary level in Taiwan.
How to Cite
Authors who publish with this journal agree to the following terms:
This journal and its papers are published with the Creative Commons License Attribution-NonCommercial-NoDerivatives 4.0 International (CC BY-NC-ND 4.0). You are free to share copy and redistribute the material in any medium or format if you: give appropriate credit, provide a link to the license, and indicate if changes were made; don’t use our material for commercial purposes; don’t remix, transform, or build upon the material.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).