Clil reading activities to improve vocabulary in 7thgrade students
| dc.contributor.advisor | Calero Sánchez, Ximena Alexandra | |
| dc.contributor.author | Calle Riera, Mirian Elizabeth | |
| dc.date.accessioned | 2023-10-11T15:44:50Z | |
| dc.date.available | 2023-10-11T15:44:50Z | |
| dc.date.issued | 2023-10 | |
| dc.description | Currently, the learning of English content through different subjects like Social Studies, Math, Science, Chemistry, Physics, among others, has increased within the educational field, thanks to the application of the method Content Language and Integrated Learning (CLIL); which allows to combine the target language learning with a subject content. Nevertheless, since some difficulties in learning new vocabulary are evident, this study aimed to analyze the effectiveness of the CLIL methodology on reading lessons to improve vocabulary in A2 students’ level. This study was carried out at Unidad Educativa Particular Emanuel in Morona Santiago province, Ecuador. The approach used throughout the study was quantitative which helped to provide valid and reliable data. The quantitative approach encompasses the collection, assessment, and numerical presentation of data, enabling researchers to conduct precise and dependable statistical analysis. Additionally, this study was quasi-experimental because two groups were involved, andxiv 10 interventions were applied in both groups control and experimental, CLIL methodology were developed in the experimental group. On the other hand, the participants of this study were 50 EFL students from seventh year divided as follow: Class A control group (25 participants) and Class B experimental group (25 participants). During the first stage of the study, both groups took a pre-test. For the implementation of CLIL reading activities an intervention was designed. Once the interventions were completed, both groups took the post-test. The collected results were analyzed by means of the statistical software SPPS, Kolmogorov-Smirnov and Shapiro Wilk Test of normality were necessary to apply as well T-Wilcoxon test had to be used to accept or reject the hypothesis. The results demonstrated that the vocabulary content presented through reading activities and combined with the application of the CLIL method substantially increased the experimental group’s knowledge of vocabulary. Therefore, it was concluded that CLIL is an effective method for vocabulary learning and improvement in the teaching and learning process | es_ES |
| dc.identifier.uri | https://repositorio.uta.edu.ec/handle/123456789/40146 | |
| dc.language.iso | eng | es_ES |
| dc.rights | openAccess | es_ES |
| dc.subject | ACTIVITIES, , , , | es_ES |
| dc.subject | VOCABULARY | es_ES |
| dc.subject | CONTENT LANGUAGE INTEGRATED LEARNING | es_ES |
| dc.subject | ENGLISH FOREIGN LANGUAGE | es_ES |
| dc.subject | READING | es_ES |
| dc.title | Clil reading activities to improve vocabulary in 7thgrade students | es_ES |
| dc.type | masterThesis | es_ES |
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