i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY ---------- THESIS TRAN THI KIEU ANH TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE. Ba Ria – Vung Tau 2022 ii MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY ---------- THESIS TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 By Tran Thi Kieu Anh Supervised by Nguyen Hoang Tuan, Ph. Ba Ria – Vung Tau 2022 iii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, July 2022 MASTER’S THESIS REPORT Student name: TRAN THI KIEU ANH Sex: Female Date of birth: Place of birth: 28/02/1979 Major: Student code: 18114200 I- Thesis title: TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE II-Objectives and contents: This study explores teacher and student attitudes toward CLIL in teaching and learning in the cooking program at the VTVC. The research objectives are as follows: To find out the teachers' attitudes toward using CLIL in teaching the cooking program at the VTVC.
To examine the students' attitudes toward using CLIL in learning the cooking program at the VTVC. To investigate any significant differences in the teachers’ and students’ attitudes towardusing CLIL in the cooking program at the VTVC. This study was conducted at the Vung Tau Tourism Vocational College. The research focuses on the attitudes of teachers and students toward the use of CLIL in teaching the cooking program at the Vung Tau TourismVocational College based in a Vietnamese setting.
The study subjects included 34 male and female sophomores and five teachers working at the VTVC. The students are sophomores and have compulsorily learned English for at least five years in secondary and high school. They are supposed to be equal in English proficiency at the beginner level. The teacher participants are currently working at VTVC.
A mix-research method is applied to evaluate and examine this topic. Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: cooking teachers and second-year students in the cooking class. iv III- Starting date: June 8, 2021 IV- Completing date: June 30, 2022 V- Academic supervisor: NGUYEN HOANG TUAN, Ph. ACADEMIC SUPERVISOR SCHOOL HEAD (full name, signature) (full name, signature) v CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau province, June 2022 TRAN THI KIEU ANH vi RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Kieu Anh, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses. Ba Ria Vung Tau, June 2022 Signature …………………… TRAN THI KIEU ANH vii ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have made great contributions to my thesis completion. First and foremost, I would like to express my profound gratitude to Dr. Nguyen Hoang Tuan, my supervisor, for his valuable comments and suggestions during the whole research process.
His dynamism, enthusiasm, vision as well as his patience have deeply inspired me. Without his support and guidance, this thesis would never have been completed. Secondly, I am very grateful to the school board of Vung Tau Tourism Vocational College who have given me encouragement, support of time, and permission to complete the MA course and implement this thesis there. In particular, I would like to express my deepest gratitude to Amado, a very sincere friend of mine, who always accompanied and willingly helped me throughout the process of writing this thesis.
My sincere thanks also go to my friends and colleagues for all their help and motivation. Finally, I would like to thank the research participants who have contributed to this study. Last but not least, I warmly thank my family for their countless support, greatest sympathy, and unconditional love who have provided me strong spiritual and material support. viii ABSTRACT CLIL is one of the most innovative new approaches in the era of educational programs worldwide.
CLIL has inherent advantages, and it genuinely benefits learners in various ways. Through a thorough literature review, the previous research mainly focuses on researching CLIL at primary, secondary, and some research on a university level. However, these researches ignored the students’ and teachers’ views on whether implementing CLIL in these institutions is effective. Primarily, no previous research has been conducted on using CLIL in a vocational school setting in Vietnam.
For all the reasons above, it is necessary to achieve this research to fill in the research gap mentioned. A mix-research method is applied to evaluate and examine this topic. Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: 5 cooking teachers and 34 second-year students in the cooking class at the Vung Tau Tourism College. According to the findings, teachers and students tended to exhibit favorable attitudes toward CLIL implementation in the culinary class.
These findings indicate that teaching content in a foreign language substantially affects the attitudes of both students and teachers. These attitudes included cognitive, affective, and behavioral components. However, because language serves as the primary medium of learning in CLIL, the limited English language proficiency of both teachers and students has caused certain difficulties in CLIL implementation. In addition, the results pointed out some differences between teachers’ and students’ attitudes toward CLIL in terms of self-study motivation, cultural learning awareness, and challenges in CLIL class.
Keywords: attitudes, CLIL, culinary, tourism,vocational college ix TABLE OF CONTENTS CHAPTER 1: INTRODUCTION. Background to the study. Statement of problems. Aims and objectives of the study.
Scope of the study. Significance of the study. Definition of the key term. Organization of the study .6 CHAPTER 2: LITERATURE REVIEW.
Content and Language Integrated Learning (CLIL). Definition of CLIL. The CLIL’s 4Cs Pedagogic Framework. The main features of CLIL.
Advantages and disadvantages of CLIL. Factors that influence a successful CLIL classroom. Language Attitudes and its components. 28 CHAPTER 3: RESEARCH METHODOLOGY.
Sample and sampling procedures. Semi-structured interview. Data collection procedures. Data collection procedures.
Data analysis procedures. Reliability and Validity. 41 x CHAPTER 4: RESEARCH RESULTS AND DISCUSSION. Students’ attitudes toward gamified English learning activities.
Teachers’ attitudes toward CLIL. Students’ attitudes toward CLIL. Teachers’ attitudes toward CLIL. Significant differences in the teachers’ and students’ attitudes towards the use of CLIL in the cooking program at the VTVC .63 CHAPTER 5: CONCLUSION AND RECOMMENDATION.
Summary of the main findings. Recommendations for the further research. 82 xi APPENDICES APPENDIX 1: QUESTIONNAIRE FOR RESPONDENTS APPENDIX 2: BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS APPENDIX 4: PHỎNG VẤN HỌC SINH (VIETNAMESE VERSION) APPENDIX 5: INTERVIEW PROTOCOL FOR TEACHERS APPENDIX 6: PHỎNG VẤN GIÁO VIÊN (VIETNAMESE VERSION) APPENDIX 7: CLIL SAMPLE LESSON PLAN xii LIST OF TABLES Table 2.1 Core features of CLIL.1 Western Culinary Course’s Curriculum .2 Sample in research question 1 and research question 2 .3 The demographic information of students .4 Structure of Questionnaire - Part II .5 Cronbach’s Alpha Score .1 Total mean scores of student attitudes towards CLIL .2 The overall results of students’ attitudes toward CLIL .3 Descriptive statistics of the cognitive aspect of CLIL .4 Descriptive statistics of the behavioral aspect of CLIL .5 Descriptive statistics of affective aspect of CLIL .52 xiii LIST OF FIGURES Figure 2.1 The Language Triptych (Coyle et al 2010, p.2 The 4Cs framework for CLIL (Coyle, 2005, p.1 CLIL lesson plan (Lesca, 2012) .33 1 CHAPTER 1: INTRODUCTION This chapter provides the introduction to the current research, including Background, statement of the problems, aims and objectives of the study, research questions, research scope and significance and some terms mentioned in the research. Background to the study For many educational programs worldwide, a shift in job market demands and social integration of language, learners necessitated an adjustment in the curriculum to accommodate the shift in language use since English has gained widespread acceptance as the world's de facto language, typically Total Physic Response (TPR), Communicative Language Teaching (CLT), Project-based Learning (PBL), Content- based Instruction (CBI), Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI).
Among these, CLIL is one of the most innovative new approaches. It is an "all-encompassing term" (Mourssi & Kharosi, 2014) that refers to various educational techniques, including CBI, immersion, bilingual education, and multilingual education. Generally, a wealth of research demonstrates that students study academic or other subjects while simultaneously learning a foreign language at school. According to some scholars, EFL teachers can use CLIL to create a classroom climate that encourages students to interact with social issues, cultural complexities, and language complications.
According to SLA (Second Language Acquisition) research, CLIL programs are more effective because they create settings for naturalistic language instruction and acquisition, as well as the amount of time and exposure provided to students who wish to use language in the classroom environment (Dalton-Puffer & Smit, 2007). In summary, CLIL has inherent advantages and genuinely benefits learners in various ways. In 1994, David Mash, a multilingual and bilingual educational researcher, was credited with the invention of CLIL (Coyle, et al 2010). This method is similar to but not the same as language immersion or content-based teaching (Marsh, 2002).
CLIL, according to Ball (2006), is an umbrella term encompassing learning via any language that is not the learner's native language. CLIL is a "dual-focused educational approach" in which a foreign language is utilized for both subject and language learning and teaching to increase content and language mastery to a particular degree 2 (Marsh & Langé, 2000). This definition demonstrates that CLIL includes teaching the subject via language and emphasizes the significance of the language used in teaching content. CLIL instructors should be aware that content drives language acquisition throughout their students' learning processes, and language serves as a vehicle to acquire content.
This dual emphasis is thought to improve the linguistic capacity of the student, risk-taking, meta-linguistic awareness, active participation, motivation, problem- solving, capacity to think, levels of concentration, meta-cognitive ability, autonomy, study skills, and foster intercultural understanding and social awareness. CLIL is a highly adaptable method that exists in various forms throughout the globe to meet the economic, socio-political, and educational requirements of different settings. CLIL establishes a genuine communication environment emphasizing meaning (Marsh & Langé, 2000). Empirical evidence suggests that CLIL increases language competency (Lasagabaster, 2008).
CLIL programs offer more and better quality exposure to the foreign language, as CLIL provides a more natural learning environment than regular EFL sessions. Indeed, CLIL mimics the conditions infants are exposed to while learning their native language (Marsh, 2002). An emphasis on content, in this manner, provides a purpose for language use while simultaneously decreasing anxiety, resulting in safer learning and engagement environments.