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16NEUROELT MAXIMS: THE EFFECT OF TRINITY ASSESSMENT ON CLIL AND NON-CLIL STUDENTS' MOTIVATION AND
UNDERSTANDING
Abuova J.S., Uralova N. К.
Abstract: The research was conducted at Yeoju Technical Institute in Tashkent. The scope of this research is to investigate the performance of CLIL (English Education faculty) and non-CLIL (Korean Philology and Primary Education) groups students by utilizing one of the neuroELT maxims. Murphy (2014) unveiled 50 maxims and some of them overlap with CLIL methods. 25th maxim (Assess in three ways) was selected to be studied and analyzed in CLIL context and compared with teacher student assessment in non-CLIL groups. The main objective of the study was to reveal how assessment might affect learners' motivation and understanding in CLIL and non-CLIL context. History was selected as the subject to be investigated. All the participants had the same English proficiency level (B2), but the students of the experimental group had history class with the CLIL integration and students in the controlled groups participated in the history classes which were conducted in the form of a lecture with English as a Medium of Instructions. Most activities conducted in the experimental group had mostly self-assessment and peer-to-peer assessment of the tasks in the CLIL history lesson to check the effect of assessment on learner's motivation and understanding, while the control groups mostly were evaluated with teacher-student assessment. The results showed that the trinity of assessment utilized in CLIL groups had huge positive impact on students' motivation and understanding.
Key words: CLIL, neuroELT maxims, neurobiology, cognition, self-assessment, peer assessment, motivation, understanding.
ПРИНЦИПЫ НЕВРОELT: ВЛИЯНИЕ ТРОЙНОЙ ОЦЕНКИ НА МОТИВАЦИЮ И ПОНИМАНИЕ СТУДЕНТОВ В CLIL И НЕ-CLIL
КЛАССАХ
Абуова Ж.С., Уралова Н.К.
Аннотация: Цель данного исследования заключается в изучении успеваемости учащихся в CLIL (содержательное и языковое интегрированное обучение) (факультет английского языка) и не-CLIL (корейская филология и начальное образование) ориентированных уроков с использованием одного из принципов нейроELT. Мерфи (2014) представил 50 принципов, некоторые из которых совпадают с методами CLIL. 25-й принцип (Оценка тремя способами) был выбран для изучения и анализа в CLIL уроках и для сравнения с оценкой учеников на занятиях без CLIL. Основная цель исследования заключалась в том, чтобы выявить, как оценивание может
повлиять на мотивацию и понимание учащихся в контексте CLIL и не-CLIL. В качестве предмета исследования была выбрана история. Все участники имели одинаковый уровень владения английским языком (В2), но у студентов экспериментальной группы был урок истории с интеграцией CLIL, а студенты контрольной группы участвовали на уроках истории, которые проводились в форме лекции на английском языке. Большинство мероприятий, проведенных в экспериментальной группе, в основном включали оценку самого себя и оценку своего однокурсника, чтобы проверить влияние оценки на мотивацию и понимание учащегося, в то время как в контрольных группах в основном оценка проводилась только учителем. Результаты показали, что тройное оценивание, используемое в группах CLIL, оказало огромное положительное влияние на мотивацию и понимание учащихся.
Ключевые слова: CLIL (содержательное и языковое интегрированное обучение), принципы нейроELT, нейробиология, познание, тройное оценивание, мотивация, понимание.
1. Introducrion
Content and Language Integrated Learning (CLIL) might be defined as an increasingly popular pedagogical approach in many countries worldwide that has been evolving in response to the need for the development of plurilingual education in schools and higher institutions. In the light of this, this "dual-focused approach in which additional language is used for the learning and teaching content and language" (Coyle, Hood & Marsh, 2010) is gradually gaining popularity in tertiary institution in Uzbekistan. Since 2020, after CLIL faculty was established in Yeoju Technical Institute in Tashkent, extensive research has been conducted on the correlation between CLIL and Second Language Acquisition (SLA). The research revealed several advantages of CLIL to English Learning process. This approach is quite flexible and can accommodate various teaching techniques (Uemura, 2013) and fits well with powerful language acquisition theories. In this respect, Halliday's model of learning (1993) consists of three main processes, which is the core of CLIL (learning language, learning through language, learning about language).
The implementation of CLIL leads to applying this triadic theory and increases the efficiency of language learning. According to Urmeneta (2012) CLIL provides the assistance "to comprehend, produce and negotiate academic messages", promoting truly integrated approach which is crucial in higher education. According to language learning theories (Lightbown & Spada 2010, Swain 2000) an L2 might be acquired more effectively while having the similar conditions of acquiring an L1, which are the followings:
• having abundant language input
• giving language learners more opportunities to be engaged in meaningful exchanges
• providing learners support and scaffolding in comprehending others and making themselves understood (mutual understanding)
• focusing of instruction on the meaning rather on form
These features can be found in CLIL, turning the approach into effective and productive language acquisition process. Mehista, Marsh & Frigols (2008) listed five main principles of CLIL, which are "multiple focus, authenticity, safe and enriching learning environment, activate learning and scaffolding". Swain (2000) highlights that the length of time students are exposed to L2 is crucial in language learning success. CLIL increases contact time with L2, offering more chance for students to enhance their language skills. In terms of quality of interaction in L2, CLIL classes offer natural settings, encouraging students focusing on meaning and prioritizing how successful communicative exchange is. However, this does not necessary mean that CLIL eliminate form-focused instructed, but embeds the focus to form while teaching a content in meaningful ways (Coyle, 2005). Alongside with this, CLIL promotes learner-centeredness, activates learning methods, encouraging collaboration of learners, incorporating group and pair working. Active collaborative work is necessary to build appropriate and enriched learning environment. To foster CLIL implementation, Coyle (1999) suggested the 4C framework which consists of content (subject), communication (language), cognition (learning and thinking) and culture. The framework shows the interrelationship between content and language, integrating content and cognition, communication (language) and intercultural understanding (Coyle, 2007). Even though CLIL varies according to the purpose Ikeda (2011), being addressed as having content learning objectives and language learning objectives, there is always integration and interconnection, "joint role" (Marsh, 2002), which foster productivity of CLIL classes.
While Dalton-Puffer (2015) defines CLIL as an approach that helps L2 learners to improve their vocabulary, writing accuracy, grammar, fluency and communication strategies, the research by Lasagabaster (2011) showed that CLIL enhances learner motivation. According to Coyle (2008) implementing CLIL challenges learners to take "high quality learning approach", provides more contexts to use L2 and increases the degree of motivation to learn a foreign language. Another powerful impact of CLIL is an increased motivation in both teachers and learners. CLIL maintains a natural use of a language and this in turn, boosts learners' motivation to learn languages. When learners are interested in a topic, they "will be motivated to acquire a language to communicate" (Darn, 2006).
Recently years, the focus of language teaching altered from "how language works to how language acquisition takes place in the brain" (Kelly & Sandy, 2008). Educational neuroscience is a cognitive neuroscience that "concerns understanding of mind, brain and education" (Campbell, 2011). All these investigations and findings shed light on another interesting overlap between CLIL and "neuroELT maxims" (Murphy, 2014). Murphy (2014) introduced the correlation between neuroscience and ELT. 50 neuroELT maxims are coined and have been investigated from neurobiological perspective. NeuroELT is explained by Helgesen (2015) as "the intersection of mind, brain, education" and English Language Teaching with "a special interest in teaching and learning". He also highlights while the focus of neurolinguistics is theory and less classroom applications, neuroELT requires theory to be more "evidence-based" and classroom applicable. Murphy (2015) proposes 5 tips for teachers that are based on neuroscience:
• To captivate learners' attention by providing materials that are intrinsically motivating
• To conduct applicable and meaningful lessons
• To provide emotional attachment to activate neurons
• To give learners a chance to make choices
• To involve students into more prediction activities
This research focuses on maxim 25 which is "Assess in three ways" or "Trinity of assessment", which are self-assessment, peer-to-peer assessment and teacher-student assessment. The importance of self-assessment has been enhanced by Boud & Falchikov (1989) and now it is considered to be an effective way of self-monitoring and judging their progress. Self-monitoring has a huge positive impact on some affective elements of language learners which are the enhancement of learners' confidence, motivation, and self-efficacy (Sambell & Dowel, 1997). Joseph (2005) highlights that through self-evaluation learners improve self-efficacy and this subsequently leads to increase motivational intensity. Murphy (2014) postulates that while self-assessing learners use their metacognitive awareness actively and this promotes to regulate and reflect one's own cognitive process. Baker (2005) defines regulation of cognition as "planning further moves and actions, checking one's outcomes, evaluate how actions are effective, using strategies, testing and revising learner techniques". As learners feel that they can monitor, evaluate their efforts and learning goals, they will develop learner autonomy and intrinsic motivation for learning.
The more reflection on one's own work brings about "high standards of outcomes, responsibility for learning and developing comprehension of problem-solving" (Dochy, Segers, & Sluijsmans, 1999). Similarly, peer-assessment is also found to exert a positive impact on learners' affective elements since it helps to reduce stress and anxiety, increases confidence, and enhances intrinsic motivation (Falchikov,
2007). Falchikov (1995) defined peer-assessment as "the process through which group of individuals rate their peers". Peer-assessment benefits learners in various aspects such as gaining elaborate knowledge of peers' work, developing learner independence, diplomatic and problem-solving skills, as well as transfer of learning (Falchikov, 2007). From neurobiological perspective, humans are innately inclined to socialize and socialization and interaction generates positive emotions. As learners interact, share their knowledge and experience, they raise their awareness of recognizing better performances, they learn how to analyze and gauge errors. This enables students to teach and learn from each other, achieving metacognitive gains. Somervell (1993) highlights that peer-assessment is not only "grading but skill developing and fostering learning process".
This research scrutinizes the effects of traditional teacher-student assessment and neuroELT maxim trinity of assessment on CLIL and non-CLIL groups' affective (motivation) and cognitive (understanding) elements.
2.Method 1.1. Research site and participants
This was a pilot study conducted at a private institute Yeoju in Tashkent, with 213 first-year major students participating (167 female students and 46 male students (Table 1)). Educational faculties have 3 departments, and the number of students taken part in research was large. The figure 1 depicts the result of this study by the department. The course that was chosen for the research was a history class which is obligatory for the first course students. All groups that were chosen to the study were English groups as to study in the English groups they must have IELTS 5.5 or any equivalent certificate that proves their language proficiency. The subjects of the experimental groups were having history class with the CLIL integration and the subjects in the controlled groups participated in the history classes which were conducted in the form of lecture with English as a Medium of Instructions.
Table 1
The number of female and male students according to the faculty
Faculty Female students Male students
English education 98 23
Korean philology 36 8
Primary education 37 9
Experimental groups (EG) and controlled group (CG)
The groups which were chosen for the research were taught in English the major part was chosen from the English Education faculty (121 students) and the rest part was chosen from Korean and Primary education faculty (Table 2).
The number of students according
to the faculty
48
44 121
■ English education Faculty ■ Korean phylology
■ Primary education
Table 2
The basic aim of the research is to find out how assessment may positively affect the learner motivation and understanding. As a result, most activities in the experimental group had mostly peer-to-peer assessment as well as self-assessments of the tasks in the CLIL history lesson to check the effect of assessment on learner's motivation and understanding neuroELT maxims. On the contrary, the control groups mostly were evaluated with teacher-student assessment only while lessons were conducted with the combination of lecture and CLT methods. English education faculty was set as an experimental group (n=121), while Korean and Primary Education Faculty students were considered as control group (n=92).
1.1. Measurement and procedures
Primarily, in order to check the language proficiency level of all participants it was decided to use IELTS proficiency test. It was decided conduct to prevent lapses in the research data, because a significant difference in the English level might lead to the incorrect data collection. The effect of self-assessment and peer-assessment in CLIL classes on motivation and understanding was measured with the help of survey and content comprehension test. The motivation and understanding were measured with pre-test questionnaire and post- test questionnaire as well as final result was compared between controlled and experimental groups.
1.1.1. Proficiency test
At the beginning of the major history course students passed proficiency test that was taken from the Cambridge IELTS 12. However, they were checked only for the receptive skills such as listening and reading as most comprehension of the subjects will be taken with the help of receptive skills. Both tests were conducted in the classroom and checked. The results of the students were presented in the form of controlled group and experimental group.
1.1.2. Pre-test questionnaire for the measurement of motivation
The initial objective of the study how various forms of assessment might positively motivate students and increase their desire to study was presented with the help of pre-test questionnaire in order to check primary position of emotional position of the students. Murphy states, that consideration of self-assessment, peer assessment as well as teacher assessment is important and might lead to considerable enhancement of the student motivation and wish to gain the knowledge. The subjects of the study had never experienced the activities that involved peer to peer assessment as well as self-assessment. Both controlled groups and experimental groups tried lecture classes as well as CLT methodology, however, none of the groups had any comprehension of the CLIL classroom.
The pre-test questionnaire contains 10 items, each question relates to learner motivation and understanding. It was decided to make a questionnaire in present simple to make them answer from the perspective of the person who has never experienced it before. In case of giving questions in the past tense it might lead to confusion and misunderstanding of the task.
Question items:
The influence on understanding
1. By looking back at my learning process in self-assessment, I can clearly reflect on my total comprehension of the content.
2. By discussing in peer with my classmate my learning is enhanced as I get additional input from my classmate
3. It is better to check the understanding of assessment in pairs and groups then doing it alone.
4. Checking works of other students might positively affect the overall comprehension of the content.
5. Being assessed by teacher gives me satisfaction of full explanation of the content.
The influence on motivation
6. I am more conscientious of my managing my learning pace.
7. As I can see my learning items, I am more motivated to cover something I do not fully understand.
8. I want to check my understanding alone, before checking it with my pair or group.
9. It is meaningful to participate in discussion as I am motivated to express my thoughts to my classmate.
10.Because I give my assessment after self- assessment and peer- assessment I feel comfortable and motivated.
All questionnaire items were marked with 5 level of agreement such as: strongly agree, agree, neutral, disagree, strongly disagree.
The questionnaire was given at the beginning of the History class and it took 15 minutes to finish the questionnaire for all students. The questionnaire was conducted with the help of google survey due to the factor that it is easy to use and time saving. Prior to the research I explained the research for students and got oral consent form from the subjects. All measures were held to make subjects feel responsibility for their response.
1.1.3. Post-test questionnaire
The post-test questionnaire was administered during the last lesson of the term, with in the lesson time at the end of the class in 15 minutes. The post-test questionnaire also contains 10 questions which are measuring both understanding and motivation. As controlling groups did not experience self- assessment and peer assessment it is important to state that aim of the question was to find whether there was a change of the learner attitude towards assessment concerning understanding and motivation and its affect to the CLIL classroom. In doing so, the research tried to find out how well neuroELT activities in the CLIL lesson enhance learner motivation and understanding.
1.1.4. Final results analysis
At the end of the term the final results of the students in the controlled groups and experimental groups were compared in order to check overall achievement of the students and how all the neuroELT maxims as well as CLIL classes might positively affect to the testing result of the students in the higher education. Final exam was focused on the oral exam to check objectively not learned details but also understanding of the students towards the given question. Each subject was given 3 questions which were related to the various content of the History lesson.
2.Results
This part will be giving detailed description of the results that were gained during the research. The results of the proficiency test, pre, post questionnaires and final will be shown in the form of table and described in detail. The most part of the data was based on the quantitate research which will be presented below.
3.1. Proficiency test results
As it was stated above, the test for proficiency was IELTS. However, it was decided to check only receptive skills such as reading and listening. The results presented that the difference between controlled group and experimental group was not so large. Controlled groups students were learning subjects in English as well as experimental group. According to the result, English education faculty students had slightly higher results concerning English level with average 6.3, while students of primary education and Korean philology had slightly lower results with 5.9 and 6.1 points on average respectively.
Proficiency test results
Faculty Average score
English education 6.3
Primary education 5.9
Korean philology 6.1
Table 3
The average score was calculated by adding all scores according to the faculty and dividing in to the number of students who participated in the test. All Subjects that were included in to the research had the test and all of them were counted.
3.2. Pre-test results and post test results for checking understanding
Looking at the pre-test results of controlled group and experimental group it is possible to notice that most students responded similar to the given questions (Tables 4 and 5)
Pre testing results for controlled group
5. Because I give my assessment after self- assessment and peer- assessment 4. It is meaningful to participate in discussion as I am motivated to... 3. I want to check my understanding alone, before checking it with my pair 2. As I can see my learning items, I am more motivated to cover something I.
1. I am more conscientious of my managing my learning pace.
0 10 20 30 40 50 60 70 ■ Strongly disagree «Disagree ■ Neutral ■ Agree ■ Strongly agree
Table 4
Comparing two tables it is possible to notice that both controlled group and experimental group had the same attitude towards the statements and most students were neutral for the assessment as they were not aware of the assessment types. As a result, it could be taken into the consideration that the results of the post test will show the real result of the comprehension.
5. Being assessed by teacher gives
4. Checking works of other students
3. It is better to check the
2. By discussing in peer with my
1. By looking back at my learning
■ Strongly disagree «Disagree «Neutral «Agree «Strongly agree
Table 5
Moving to the results of the post period, it can be seen that controlled group had almost the same result and attitude towards the matter. However, it is possible to notice that experimental group changed its position and showed that self-assessment and peer assessment positively affected on the topic comprehension. The post results of the controlled group and experimental group are presented in the tables 6 and 7.
Post testing results for controlled group
5. Being assessed by teacher gives me...
4. Checking works of other students.
3. It is better to check the.
2. By discussing in peer with my.
1. By looking back at my learning.
0 10 20 30 40 50 60 70
■ Strongly disagree «Disagree «Neutral «Agree «Strongly agree
Table 6
Comparing pre test and post test results of the controlled group it might be seen that most students became less neutral towards the questions. However, they are not presenting a high rate of believe towards the assessment.
The second table shows that majority of subjects believe that assessment provided by peers and student himself might positively affect towards the comprehension of the matter (Table 7)
0 10 20 30 40 50 60
Looking at the data it is possible to notice that most students are leaning towards the fact that various forms of assessment considerably improve their level of comprehension.
Post testing results for experimental group
5. Being assessed by teacher gives 4. Checking works of other students.
3. It is better to check the 2. By discussing in peer with my 1. By looking back at my learning
■ Strongly disagree «Disagree
Table 7
3.3. Pre and post test analysis of the motivation
The level of motivation of the controlled group and experimental group also did not have a lot of differences most students were not sure of the topic and did not want to give certain respond to the question. As a result, it is possible to notice a lot of similarities in the bar charts. Table 8 refers to the controlled group and table 9 is showing results of the experimental groups.
Pre testing results for controlled group
5. Because I give my assessment after.
4. It is meaningful to participate in. 3. I want to check my understanding. 2. As I can see my learning items, I. 1. I am more conscientious of my.
0 10 20 30 40 50 60 Strongly disagree «Disagree ■ Neutral ■ Agree ■ Strongly agree
Table 8
5. Because I give my assessment after. 4. It is meaningful to participate in. 3. I want to check my understanding. 2. As I can see my learning items, I am. 1. I am more conscientious of my.
0 10 20 30 40 50 60 70 ■ Strongly disagree «Disagree ■ Neutral ■ Agree ■ Strongly agree
Table 9
While analyzing results of the post-tests results it was found that data of controlled group and experimental group was different. If controlled group did not have certain response after the lessons, because they were not experiencing them. Experimental group with significantly large number of students agreed that self-assessment and peer assessment can considerably improve motivation for learning and enhance desire to study which positively affects to the lesson cognition. The results of the post tests were presented with table 10 for controlled group and with table 11 for experimental groups.
Post testing results for controlled group
5. Because I give my assessment.
4. It is meaningful to participate in.
3. I want to check my understanding.
2. As I can see my learning items, I.
1. I am more conscientious of my.
0 10 20 30 40 50 60 ■ Strongly disagree »Disagree ■ Neutral ■ Agree ■ Strongly agree
Table 10
5. Because I give my assessment after 4. It is meaningful to participate in 3. I want to check my understanding 2. As I can see my learning items, I 1. I am more conscientious of my
0 10 20 30 40 50 60 70 80 ■ Strongly disagree »Disagree ■ Neutral ■ Agree ■ Strongly agree
Table 11
3.4. Final results analyses
The results of the final were surprisingly positive. The maximum score of the final was taken from 50 %. Table below will present that majority of students in the English education department who were in the experimental group gained much higher average score in the History CLIL class after being assessed not only by teacher but also by peers and themselves. The results of the final are presented in the form of average score according to the faculty (Table 12).
Faculty Average score
English education 44%
Primary education 38%
Korean Philology 39%
4. Discussion
4.1 The effect of self-assessment and peer assessment on understanding
The research was focusing on the effect of self-assessment and peer assessment on the learners from the perspective of motivation and understanding in History CLIL classes and History classes in the higher educational context.
The results presented that self-assessment and peer assessment have positive effects on understanding with average 30%. It can be seen while comparing the results of the pretest and the post test of the experimental group. It is important to note that understanding was not affected by the language level of the students as subjects had almost the same level of English that was equal to the B2 level.
Both experimental group and controlling group showed that teacher assessment is important for learning context and results in both cases showed high
scores towards the teacher assessment and important effects to the understanding. Students found it important and necessary for the comprehension of the content.
4.2 The effect of self-assessment and peer assessment on motivation
The next important moment that was studying is motivation. CLIL studies proved that while having CLIL related lessons students become more motivated and interested. There a lot of factors that affect to the notion, and assessment plays major role. While studying in CLIL class students go through the step by step assessing process. First, they are analyzing the task alone which give them inner understanding, after discussing it with peers and getting feedback from teachers. These steps increase motivation and make students more confident of the material that was covered in the process. Additionally, students are sure of getting higher result as they were getting more feedback rather than only form the teacher.
Looking at the pretest and the post test of the experimental group it is possible to see the rise of positive statement towards motivation. Looking at the data it is visible that 34% more students believed that self-assessment and peer assessment make them more motivated in the classroom.
4.3. The effect of assessment and CLIL classes on the comprehension and
understanding of the content
One more moment that was checked for the total comprehension of the content was the results of the final. The results present that English Education had higher results than Korean philology and Primary education faculties. The results of final were higher for 5% from Korean philology students and 6% higher than Primary Education students. Looking at the results it is possible to see that CLIL methods work better for the higher education, especially if it is seasoned with various forms of assessment.
5. Conclusion
This research investigated learners' motivation and understanding using one of the neuroELT maxims of CLIL and non-CLIL groups. Trinity assessment utilized in CLIL context and the results of tests revealed that CLIL students showed much higher performance. Regarding understanding, CLIL students performed better in tests and gained more comprehension of the content due to the variety of assessment. In terms of motivation, utilizing self and peer assessment increased motivation intensity of CLIL students. Getting feedback from their peers, students were given a chance to become more confident and believe in their better performance, and this fostered students' motivation.
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KREDIT TIZIMI ASOSIDA TA'LIM JARAYONLARINI REJALASHTIRISHNING AFZALLIKLARI VA MUAMMOLI JIHATLARI
Sapayev M., Qodirov F.M., Abdullayeva S.M.
Annotatsiya: Kredit-modul tizimi dunyoning ilg'or mamlakatlari oliy ta'lim tizimida keng qo'llanilayotgan tizimdir. Ushbu ta'lim tizimining o'ziga xos xususiyatlaridan biri o'quv jarayonida asosiy e'tibor talabalarning mustaqil ishlashiga qaratilganligidir. Ushbu maqolada kredit-modul tizimi va uning O'zbekiston ta'lim tizimida joriy etilishi, ahamiyati, dunyo mamlakatlarining ta'lim tizimida kredit-modul tizimining o'ziga xosxususiyatlari, imkoniyatlari va
