scholarly journals Language and Teaching Methodology Features of CLIL in University Classrooms: A Research Synthesis

2020 ◽  
Vol 22 (1) ◽  
pp. 40-54
Author(s):  
Tammy Mercedes Fajardo Dack ◽  
Juanita Argudo ◽  
Mónica Abad
Keyword(s):  
Foreign Language ◽  
Tertiary Education ◽  
Research Trends ◽  
Pragmatic Competence ◽  
Future Research ◽  
Teaching Methodology ◽  
Educational Approach ◽  
Language Of Instruction ◽  
University Classrooms ◽  
Classroom Discourses

Content and language integrated learning (CLIL) is a dual focus educational approach widely used in European primary, secondary and tertiary education institutions in which content subjects included in the mainstream curriculum are taught through a foreign language, usually English. This paper presents a systematic review on relevant existing literature on the application of the CLIL approach in university classrooms. A total of 22 studies were identified and chosen for further analysis; the categories emerged from the analysis itself. These studies, which focused on language and methodological features, were explored to determine the research trends in terms of location, methodology, participants, data collection instruments, focus, teaching methodology and language focus. The results of the review show a trend to examine classroom discourses and the development of pragmatic competence in CLIL classrooms. As a result of the review, the paper offers suggestions for future research on the CLIL approach in university classrooms as more tertiary education institutions around the globe are adopting English as the language of instruction.

scholarly journals Students’ Perceptions of Content- and Language- Integrated Learning in Vietnam: A Survey Study

2021 ◽  
Vol 20 (12) ◽  
pp. 1-18
Author(s):  
Phuong-Bao-Tran Nguyen ◽  
Lies Sercu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Tertiary Education ◽  
Survey Study ◽  
Integrated Learning ◽  
Cross Sectional Survey ◽  
Educational Approach ◽  
Cross Sectional ◽  
Academic Courses ◽  
Integrated Programs

Content- and language-integrated learning (CLIL), an educational approach, in which the subject matter is taught in a foreign language. This has become popular in tertiary education. Many research studies have shown its benefits and discussed the favorable effects, especially with respect to L2 language gains. Yet, critical voices, also from the primary stakeholders, namely the students taking part in such integrated programs, have also been heard. In an effort to integrate into the international academic and scientific community, universities in Vietnam have also started to teach academic courses in English. The main objective of this cross-sectional survey study (N=104) was to explore Vietnamese students’ perceptions of such dual-training programs and to investigate to what extent they feel the program currently meets their needs. Our findings show that both lecturers and students are struggling in these courses, for one thing, because of insufficient levels of mastery of the English language; while for another reason, since courses cannot be characterized as courses in which disciplinary contents and the foreign language are taught in an integrated way. The way forward seems to be to educate the lecturers and the students well, before allowing them to participate in CLIL English courses. All these issues need to be considered in the context of local Vietnamese educational realities and traditions.

Tomorrow's Promise: Future Research Trends in Aging

PsycCRITIQUES ◽  
2007 ◽  
Vol 52 (15) ◽  
Author(s):  
Michelle M. Braun
Keyword(s):  
Research Trends ◽  
Future Research

International Archival Auditing and Assurance Research: Trends, Methodological Issues, and Opportunities

2016 ◽  
Vol 35 (3) ◽  
pp. 1-32 ◽  
Author(s):  
Roger Simnett ◽  
Elizabeth Carson ◽  
Ann Vanstraelen
Keyword(s):  
Audit Quality ◽  
Research Trends ◽  
Data Sources ◽  
Quality Data ◽  
Research Articles ◽  
Future Research ◽  
Evidence Based ◽  
Methodological Issues ◽  
Comprehensive Review ◽  
Support Evidence

SUMMARY We present a comprehensive review of the 130 international archival auditing and assurance research articles that were published in eight leading accounting and auditing journals for 1995–2014. In order to support evidence-based international standard setting and regulation, and to identify what has been learned to date, we map this research to the International Auditing and Assurance Standards Board's (IAASB) Framework for Audit Quality. For the areas that have been well researched, we provide a summary of the findings and outline how they can inform standard setters and regulators. We also observe a significant evolution in international archival research over the 20 years of our study, as evidenced by the measures of audit quality, data sources used, and approaches used to address endogeneity concerns. Finally, we identify some challenges in undertaking international archival auditing and assurance research and identify opportunities for future research. Our review is of interest to researchers, practitioners, and standard setters/regulators involved in international auditing and assurance activities.

scholarly journals Measuring Digital Competence and ICT Literacy: An Exploratory Study of In-Service English Language Teachers in the Context of Saudi Arabia

2017 ◽  
Vol 10 (12) ◽  
pp. 38 ◽  
Author(s):  
Ahmed Abdulteeef M. Al Khateeb
Keyword(s):  
Saudi Arabia ◽  
Foreign Language ◽  
English Language ◽  
Research Question ◽  
Language Teachers ◽  
Future Research ◽  
Ict Literacy ◽  
Digital Competence ◽  
Diverse Range ◽  
English Language Teachers

The purpose of this research is to measure in-service English language teachers' digital competence, particularly for the enhancement of teaching English as a second/foreign language in schools in Saudi Arabia. Information and communication technology (ICT) knowledge is currently considered as a vital skill for foreign language teachers in addition to their linguistic competence. Recently, there has been a focus on digital competence, since it can be regarded as a gateway for enriching knowledge, economies, societies and individuals. There is also a massive need for teachers to assess their own digital competence according to non-conventional norms (i.e., having the ability to share content and manage information). In light of this rationale, this paper investigates the following research question: to what extent are English language teachers in Saudi Arabia digitally competent and in what aspects? This study used a standardized questionnaire that was constructed using a validated comprehensive framework. This instrument was designed to assess the professional capability of English language teachers in terms of their willingness and readiness to use ICTs along with their current digital competence used throughout their teaching and educational practices. The research included a diverse range of participants who come from various backgrounds, genders and experiences. The study was concluded with a presentation of useful recommendations and key research questions for future research.

scholarly journals A Comparative Analysis of Co-Production in Public Services

2021 ◽  
Vol 13 (12) ◽  
pp. 6730
Author(s):  
Pwint Kay Khine ◽  
Jianing Mi ◽  
Raza Shahid
Keyword(s):  
Public Administration ◽  
Service Providers ◽  
Research Trends ◽  
Future Research ◽  
Production Studies ◽  
Service Production ◽  
Production Research ◽  
Conceptual Paper ◽  
Structural Impacts ◽  
And Performance

This study investigates current research trends in co-production studies and discusses conceptual approaches. The conceptual paper contains studies on co-production in the field of public administration. This study identifies significant gaps in the field of study by systematically examining 32 co-production research works. The study’s contributions include (1) defining two common characteristics of co-production, (2) classifying three forms of co-production by end-users, and (3) discovering that the aims and performance of co-production are more effective for service providers when the strategy is citizen-centric. Future research should (1) concentrate on the reasons for co-production failures or successes, (2) identify additional barriers to co-production in service production, (3) investigate influences on service providers as well as structural impacts on the co-production process, and (4) provide practical assessments of co-production research.

Nanogels: An overview of properties, biomedical applications, future research trends and developments

2021 ◽  
pp. 130446
Author(s):  
ES Anooj ◽  
M Charumathy ◽  
Vipin Sharma ◽  
B.V. Vibala ◽  
S.T. Gopukumar ◽  
...  
Keyword(s):  
Biomedical Applications ◽  
Research Trends ◽  
Future Research

scholarly journals Pedagogical Triage and Emergent Strategies: A Management Educational Program in Pandemic Times

2021 ◽  
Vol 13 (6) ◽  
pp. 3519
Author(s):  
Paola Adinolfi ◽  
Fernando Giancotti
Keyword(s):  
Change Management ◽  
Project Based Learning ◽  
Project Work ◽  
Future Research ◽  
Management Competencies ◽  
Educational Approach ◽  
External Conditions ◽  
The University ◽  
Defense Studies ◽  
Leadership And Change

This paper explores the post-pandemic strategic reorientation of a master in leadership and change management, investigating the conditions for its success and the side effects. The Master, which is part of the Defense Education Enhancement Plan recently approved by the Italian Ministry of Defense, led in partnership by the Center for High Defense Studies and the University of Salerno, aims at developing strategic leadership and change management competencies. The virtualization of the project work sessions that was caused by the pandemic emergency produced unexpected consequences that led the master directors to refocus the program as regards its format and method. The case-study, based on direct observation, unstructured interviews, and analysis of written documents and recorded audio, corroborates the literature regarding the emerging innovative, learner-centered approaches in management education, showing the effectiveness of an integrated educational approach based on traditional in-presence lectures, as well as experiential and project-based learning. It shows how the adjustments devised to cope with the consequences of teamwork virtualization proved to be synergistic, delivering positive outcomes in terms of participants’ satisfaction, learning, and impact. Future research avenues and practical implications are also highlighted, with a focus on the internal and external conditions for successful project-based learning in a distance learning environment.

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