INTRODUCTION
Rationale
As society evolves, the demand for foreign language proficiency, particularly in English, is on the rise The Ministry of Education and Training's mandate that English be a compulsory subject from grades 3 to 12, as outlined in Circular No 32/2018, underscores its essential role in globalization and international integration Recently, there has been a heightened focus on English education in high schools, especially since it is a required subject in national high school exams, leading to an increase in university applicants with English-related qualifications Consequently, enhancing the effectiveness of English teaching and learning has become a pressing necessity for both students and educators.
This year marks the inaugural implementation of Global Success's new English 10 textbooks as part of the high school textbook innovation project Each lesson includes a segment on culture and communication, known as CLIL, which effectively enhances students' understanding of cultural differences across various regions and countries.
Integrating culture into language learning offers long-term benefits, enhancing learners' experiences and fostering a positive attitude towards diverse cultures By understanding cultural contexts, learners not only gain insights into other cultures but also deepen their appreciation of their own It is essential to incorporate cultural knowledge in language teaching to ensure that students communicate effectively and appropriately Vietnam's rich traditional culture, with its unique customs and values, contrasts with the more liberal perspectives found in many Western societies, often leading to culture shock for newcomers Thus, placing culture at the core of language education is vital for enabling students to navigate real-life communication successfully.
To enhance the culture lesson's engagement, I have created several enjoyable game activities that not only boost students' interest but also assess their prior knowledge and spark curiosity about culture Through the initiative "Designing Culture/ClIl lessons in textbook English 10 Global Success as games to promote cultural knowledge for 10th graders," I aim to gather positive feedback and share these strategies with my colleagues, ultimately contributing to the improvement of educational outcomes nationwide.
Objectives of the research
The design objectives of the culture/CLIL (Content and Language Integrated Learning) lessons in the English 10 Global Success textbook focus on utilizing games to enhance and foster cultural knowledge among 10th graders.
- To enhance students' understanding and appreciation of different cultures and their values
- To improve students' language skills in English, particularly in the areas of vocabulary, grammar, and communication
- To engage students in interactive and fun learning experiences that stimulate their curiosity and motivation to learn
- To promote critical thinking skills by challenging students to analyze and evaluate cultural differences and similarities
- To foster collaborative learning and social interaction among students through group work and discussion
- To provide students with authentic and meaningful learning experiences that relate to their lives and the world around them
- To encourage students to become responsible and respectful global citizens who appreciate cultural diversity and can communicate effectively across cultures
- To evaluate the effectiveness of the games based CLIL approach in promoting cultural knowledge and language learning outcomes
- To design activities in the culture and communication section in the form of games or gameshows
- To survey and evaluate students' attitudes and progress through the activities conducted.
Scope of study
The scopes of the research designing Culture/CLIL lessons in textbook English
10 Global Success in the form of games to stimulate and promote cultural knowledge for 10th graders are:
- To review and analyze the existing literature on the CLIL approach and its effectiveness in promoting cultural knowledge and language learning outcomes
- To identify the cultural topics and language skills that should be incorporated into the CLIL lessons for 10th graders
- To design and develop games based CLIL lessons that are engaging, interactive, and effective in promoting cultural knowledge and language learning outcomes
- To pilot test the games based CLIL lessons with a sample of 10th graders and gather feedback on the effectiveness of the lessons
- To evaluate the effectiveness of the games based CLIL approach in promoting cultural knowledge and language learning outcomes compared to traditional classroom teaching methods
- To identify the challenges and limitations of implementing the games based CLIL approach and provide recommendations for future implementation
- To contribute to the existing body of knowledge on the CLIL approach and its potential to promote cultural knowledge and language learning outcomes among 10th graders
- To provide practical implications for teachers and curriculum designers in designing effective CLIL lessons that promote cultural knowledge and language learning outcomes.
Research Methodology
The research methodology for developing Culture/CLIL lessons in the English 10 Global Success textbook involves a series of steps aimed at incorporating games to enhance cultural knowledge among 10th graders.
This article will conduct a literature review on the CLIL approach, games-based learning, and the impact of cultural knowledge on language learning outcomes, aiming to identify best practices and effective strategies.
- Needs analysis: A needs analysis will be conducted to determine the cultural topics and language skills that should be incorporated into the CLIL lessons for 10th graders
- Lesson design: Games-based CLIL lessons will be designed and developed based on the identified cultural topics and language skills, and the principles of effective games-based learning
Pilot testing will be conducted with a group of 10th graders to evaluate the effectiveness of games-based CLIL lessons in enhancing cultural knowledge and language learning outcomes Feedback from this sample will be crucial in assessing the lessons' impact.
Data will be gathered through qualitative and quantitative research methods, including observation, interviews, surveys, and pre- and post-tests, to assess the effectiveness of the games based on the CLIL approach in comparison to traditional classroom teaching methods.
Data analysis will involve the application of suitable statistical and qualitative methods to evaluate the effectiveness of games based on the CLIL approach in enhancing cultural knowledge and language learning outcomes.
The study's findings will be presented and analyzed, offering insights and recommendations for implementing a games-based CLIL approach aimed at enhancing cultural knowledge and language learning outcomes for 10th-grade students.
Structure of the research
The research design for Culture/CLIL lessons in the English 10 Global Success textbook incorporates game-based activities aimed at enhancing cultural knowledge for 10th graders.
This article explores the research problem, questions, and objectives related to the CLIL approach and games-based learning, emphasizing their importance in enhancing cultural knowledge and language learning outcomes for 10th graders.
This literature review examines the CLIL approach, games-based learning, and their impact on cultural knowledge and language learning outcomes It highlights best practices and effective strategies for creating CLIL lessons that incorporate games, aimed at enhancing cultural understanding and language proficiency among 10th-grade students.
The methodology section outlines the research design, methods, and procedures for data collection and analysis employed in the study It details the design and development of game-based CLIL lessons, along with the piloting and evaluation processes used to assess their effectiveness.
The results of the study will be detailed, showcasing feedback from pilot testing, data gathered through both qualitative and quantitative research methods, and a comprehensive analysis of the collected data.
- Discussion: This section will discuss the implications of the findings for promoting cultural knowledge and language learning outcomes among 10th graders
It will also identify the strengths and limitations of the games based CLIL approach and provide recommendations for future research and implementation
In conclusion, this study emphasizes the significant findings regarding the games-based CLIL approach, which effectively enhances cultural knowledge and language learning outcomes for 10th graders The importance of integrating this method in educational settings is underscored, showcasing its potential to foster both language proficiency and cultural awareness among students.
- References: This section will list all the references cited in the study
- Appendices: This section may include additional materials such as the lesson plans, survey questionnaires, and interview guides used in the study.
CONTENT OF THE RESEARCH
The theoretical basis
This research focuses on designing Culture/CLIL lessons in the English 10 Global Success textbook, utilizing games to enhance cultural knowledge for 10th graders It is grounded in the principles of the Content and Language Integrated Learning (CLIL) approach and games-based learning theory.
The CLIL approach is an effective teaching method that combines language learning with subject content like culture, history, and science This approach is grounded in the belief that contextualized language learning enhances effectiveness Recently, CLIL has gained traction for its ability to boost students' language proficiency alongside their subject knowledge and cultural awareness By incorporating cultural elements into language education, students experience increased engagement and motivation, resulting in improved learning outcomes.
Games-based learning serves as a key theoretical foundation for this research, emphasizing the engaging and interactive nature of games in education By fostering a sense of challenge and competition, games encourage active participation and enhance the learning experience They effectively teach complex or abstract concepts in a fun and memorable manner, making learning more impactful Additionally, games-based learning is particularly beneficial for promoting cultural knowledge, as it immerses students in cultural scenarios and facilitates experiential learning.
This research focuses on integrating the CLIL approach with games-based learning to create engaging Culture/CLIL lessons for 10th graders using the English 10 Global Success textbook By incorporating cultural content into language learning through game-based activities, the study aims to enhance students' cultural knowledge, improve language proficiency, and achieve better overall learning outcomes.
This research emphasizes the significance of contextualized and integrated learning, particularly through games-based learning, to enhance educational effectiveness By incorporating cultural content into language instruction and utilizing game-based activities, the study seeks to create an engaging method that fosters cultural awareness and improves language learning outcomes for 10th-grade students.
In summary, this research emphasizes the theoretical foundation of designing Culture/CLIL lessons in the English 10 Global Success textbook through games, aimed at enhancing cultural knowledge for 10th graders By integrating cultural content with the CLIL approach and games-based learning theory, the study anticipates improvements in students' cultural awareness, language skills, and overall educational outcomes The findings highlight the importance of fostering cultural understanding and language acquisition in classroom settings.
Culture is a collection of shared beliefs, values, customs, and behaviors that define a group or society, influencing aspects such as language, religion, social norms, art, music, and cuisine It is learned and passed down through generations, shaping individual perceptions and interactions with the world While culture can foster identity and pride, it may also lead to barriers and misunderstandings among different groups Therefore, understanding and respecting diverse cultures is essential for fostering mutual respect, communication, and cooperation in our interconnected world.
2.1.2 The role of game organization in English teaching
Games are essential in English language teaching as they offer an enjoyable and interactive method for learners to enhance their language skills and boost their confidence They effectively teach vocabulary, grammar, speaking, listening, and reading, serving as a refreshing alternative to conventional classroom activities Additionally, games encourage active learning and foster collaboration and communication among students.
Games in English teaching foster a positive learning environment by being inherently motivating, which helps alleviate anxiety and stress associated with challenging language tasks Additionally, they enhance learners' self-esteem and confidence by offering opportunities for success and recognition.
Games serve as an enjoyable method to enhance language skills, making learning both fun and engaging Word games like Scrabble and Boggle are effective for practicing vocabulary and spelling, while role-playing games facilitate speaking and listening skills in a communicative setting Additionally, grammar games such as Jeopardy and Hangman offer a more interactive approach to mastering grammar rules compared to conventional exercises.
Games promote social interaction and communication among learners, allowing them to enhance their collaboration skills, which are vital for effective language acquisition Additionally, these activities foster cultural awareness by exposing learners to diverse cultural references and norms.
Games are highly adaptable, allowing for modifications that cater to various learning styles and levels They can be adjusted to increase difficulty or simplified to meet diverse learner needs Additionally, games effectively support different learning preferences, including those of visual and kinesthetic learners.
In summary, games are essential in English language teaching as they offer an enjoyable and interactive method for learners to enhance their language skills and boost their confidence They contribute to a supportive learning atmosphere, reinforce language abilities, encourage social interaction, and cater to various learning styles and proficiency levels Incorporating games into English instruction is a powerful strategy for facilitating active and effective language acquisition.
2.1.3 The role of cultural knowledge in learning the English language
Cultural knowledge is essential for learning English, as language encompasses more than just grammar and vocabulary; it serves as a medium of communication that embodies the cultural values, beliefs, and traditions of its speakers Grasping the cultural context of a language is crucial for effective communication and enhancing cultural awareness.
Cultural knowledge is essential for learning English as it aids students in grasping the meanings of words and expressions Many terms have various interpretations, making cultural context crucial for understanding their appropriate usage For example, "holiday" signifies a day of celebration in the United States, whereas in the United Kingdom, it denotes a vacation or time off work.
Similarly, the expression "beating around the bush" may be confusing to non-native speakers who are not familiar with its cultural origins
Practical basis
2.2.1 The real situation of teaching communication and culture at school
The integration of communication and culture in English lessons is a crucial element of language education in Vietnamese high schools As part of the national curriculum, students are mandated to attend English classes that emphasize these aspects Nonetheless, the success of teaching communication and culture in these lessons can differ based on various influencing factors.
Teaching communication and culture in English lessons poses challenges due to the limited time allocated for language instruction Vietnamese high school students face a heavy course load, which restricts opportunities for comprehensive learning in these areas Consequently, this often leads to a superficial grasp of communication and culture, with minimal chances for students to engage in authentic language practice.
A significant challenge in teaching communication and culture in English lessons is the scarcity of authentic materials and resources Many textbooks utilized in Vietnamese high schools are outdated, failing to represent contemporary cultural practices and communication styles This inadequacy can result in diminished student engagement and interest, as well as a restricted comprehension of the cultural contexts in which English is employed.
There is often insufficient emphasis on the significance of communication and culture in English language education, affecting both teachers and students Many educators tend to prioritize grammar and vocabulary over these crucial elements, resulting in a neglect of communication and cultural understanding Consequently, students may fail to recognize the practical relevance of these skills in their everyday lives.
Positive examples of effective communication and culture teaching in Vietnamese high school English lessons include the use of authentic materials like films, music, and literature, which enhance students' understanding Additionally, teachers incorporate interactive activities such as debates, role-plays, and group discussions, allowing students to practice their language skills in real-life communication scenarios.
In summary, the effectiveness of teaching communication and culture in English classes at Vietnamese high schools is often hindered by challenges like limited time, insufficient resources, outdated materials, and a lack of focus on these crucial elements of language education Nevertheless, there are notable instances of successful teaching practices that offer students valuable opportunities to enhance their language skills and cultural understanding.
2.2.2 The level of students’ interest in CLIL
To analyse the level of students’ interest in CLIL, the teacher distributed a survey to 90 students in class 10A, 10T1 Here are the results of the survey:
Question How are you interested in learning CLIL?
Answers Interested a lot interested Not interested
A recent survey gauged student interest in learning Content and Language Integrated Learning (CLIL) by offering three response options: "Interested a lot," "Interested," and "Not interested." Among the 90 students surveyed, 15 students, representing 16.7%, expressed a strong interest in the subject.
"Interested a lot" in learning CLIL, 17 students (or 18.9%) indicated that they were
A survey conducted among class 10A students revealed a low level of interest in Content and Language Integrated Learning (CLIL), with 58 students, or 64.4%, expressing that they were "Not interested" in this approach to learning.
This study investigates the correlation between students' interest in Content and Language Integrated Learning (CLIL) and their proficiency in English Specifically, it examines whether students with a higher interest in CLIL demonstrate greater English language skills To assess this relationship, a test was administered to 90 students, yielding insightful results regarding their proficiency levels.
Excellent Good Average Bellow average
In Class 10A, which consists of 45 students, there were no individuals classified as "excellent" in English A total of 5 students, representing 11.1%, achieved a "good" level, while the majority, 23 students or 51.1%, were rated as "average" in their English proficiency.
In Class 10A, 37.8% of students, totaling 17 individuals, were categorized as "below average" in English, indicating that most students fell into the "average" or "below average" classifications Similar trends were observed in Class 10 T1, where the statistics reflected a comparable distribution of English proficiency among students.
There is potential for enhancing English language instruction in this class, as varying levels of English proficiency among students may pose challenges in delivering effective teaching to everyone.
Overall, this data provides some insight into the English proficiency levels of students in Class 10A, 10T1 and other classes
To enhance learning effectiveness, incorporating games can significantly boost students' interest To explore this approach, I conducted a survey using a questionnaire to gather students' opinions on the matter.
Link of the survey: https://forms.gle/hoEbUZKbgrYj3jMN6
Here are the results of the survey:
The majority of students answered that they sometimes learned a lesson applied a game activity
When questioned whether the students are interested in taking part in games applied in lessons, all of them answer that they want or really want to
When questioned whether they are interested in applying games in a culture/CLIL lesson in English 10 global success, all of them answer they really want or they want to
To improve the effectiveness of the CLIL (Content and Language Integrated Learning) approach in the English 10 Global Success curriculum, I have decided to incorporate games into the lessons.
Solutions to the problems
2.3.1 Games in Unit 1: Game Title: "Family Values Challenge"
The game aims to educate players on the significance of traditional family values that remain vital in the UK, fostering an understanding of their importance in family life.
• The game consists of multiple levels, each level focusing on a different family value
• The player will be presented with a scenario related to the family value, and they will have to make choices based on that scenario
In a scenario emphasizing the values of truthfulness and honesty, a player discovers a wallet on the street and faces a crucial decision: to keep the wallet for themselves or to seek out its rightful owner and return it.
• The player will earn points based on the choices they make
• At the end of each level, the player will receive feedback on their choices and how they align with the traditional family value
4 Saying please and thank you
In the bonus round, players face a scenario that challenges them to utilize the family values acquired in earlier levels They must make decisions reflecting these values, earning points based on their choices.
To win the game, players must successfully complete all levels while showcasing their understanding of the significance of traditional family values in family life.
Players earn points for each level they complete, culminating in a final score and a certificate of completion at the game's end Additionally, they can share their scores on social media and invite friends to challenge their achievements.
The "Family Values Challenge" game offers an engaging and interactive experience that educates players on the significance of traditional family values By fostering understanding and appreciation for these values, the game encourages players to incorporate them into their daily lives.
Students taking part in role-play
Lucky Numbers is an enjoyable game that serves as an effective language learning tool for teaching English Its simplicity makes it easy to play, and it can be tailored to meet the varying language levels and educational objectives of students.
Teacher redesigned the questions under multiple choice form and then asked students to make a choice of favorite number and give the right answer to each question
A) The total amount of CO2 produced by human activities
B) The amount of oxygen produced by human activities
C) The total amount of water produced by human activities
D) The amount of food produced by human activities
2 What does the average global carbon footprint per person exceed per year?
3 What are the consequences of too much CO2 in the Earth's atmosphere?
A) Decreasing global temperatures and air pollution
B) Increasing global temperatures and air pollution
C) Increasing global temperatures and reducing air pollution
D) Decreasing global temperatures and reducing air pollution
4 How can you reduce your carbon footprint in terms of transportation?
A) Use personal car or motorbike as much as possible
B) Use public transport, walk or cycle as much as possible
C) Use planes as much as possible
D) Do not travel at all
5 How can you reduce your carbon footprint in terms of water usage?
C) Use hot water all the time
D) Use as much water as possible
Student taking part in the game “Racing”
Game Title: Chau Van Singing Trivia
This game is designed to assess players' understanding of Chau Van singing, a traditional genre of Vietnamese folk music Its primary goal is to enhance cultural awareness and foster appreciation for this unique musical heritage.
This trivia game features multiple-choice questions and can be played solo or in teams A host presents the questions, and players choose their answers from the available options The winner is determined by the player or team with the highest number of correct answers at the game's conclusion.
This game can be held in the form of the game “The magic wheel”
1 Which region in Vietnam is known as the birthplace of Chau Van singing?
2 What is the traditional instrument used in Chau Van singing?
3 What is the name of the ritual that Chau Van singing is often performed in?
4 What is the meaning of the term "Chau" in Chau Van singing?
5 Who are the main characters in Chau Van singing performances?
6 How many typical types of “Chau Van” singing
7 Which of the following is TRUE?
A The costumes of “Chau Van” performers are chosen by themselves
B The color of costumes has changed over years
C The style of cothes, hats and belts depend on the positions of the Gods or saints the performers worship
D The rules of “Chau Van” singing are difficult to learn
The game offers various rewards tailored to the host's preferences, including physical prizes, certificates of recognition, or even bragging rights Additionally, it serves as a valuable platform to promote and raise awareness of Chau Van singing, an important cultural heritage that requires preservation and appreciation.
Student taking part in the game” The magic game”
Title: Save the Children Culture Game
Objective: To educate players about the mission, values, and work of the organization Save the Children
1 Players will be divided into teams of 3-5 members
2 Each team will choose a team name related to children, such as "Kid Crusaders" or "Junior Heroes."
3 The game will consist of three rounds: a Round 1 - Mission and Values: Players will answer questions about Save the Children's mission statement, core values, and history b Round 2 - Programs and Campaigns: Players will answer questions about the organization's programs and campaigns related to children's health, education, and protection c Round 3 - Fundraising and Advocacy: Players will answer questions about how the organization raises funds and advocates for policy changes to improve the lives of children around the world
4 The team with the highest total score at the end of the game will be declared the winner
5 The winning team will receive a certificate of recognition and a small prize Materials Needed:
• Questions related to Save the Children's mission, values, history, programs, campaigns, fundraising, and advocacy
• Pens and paper for each team to record their answers
• Prizes for the winning team
• Educates players about the mission and work of Save the Children
• Encourages critical thinking and problem-solving skills
• Raises awareness about the importance of children's rights and well-being Round 1 - Mission and Values:
1 What is Save the Children's mission statement?
2 What are the core values of Save the Children?
3 When was Save the Children founded, and where?
4 How many countries is Save the Children currently working in?
5 What is the goal of Save the Children's work around the world?
1 What are the different areas that Save the Children provides practical support in Vietnam?
2 What is one of the areas that Save the Children particularly focuses on in Vietnam?
3 How does Save the Children help teachers improve their teaching skills in Vietnam?
4 What projects is Save the Children working on to create more opportunities for children in remote areas to go to school?
5 What kind of support can children and households in need receive from Save the Children?
1 What are some of the ways that Save the Children raises funds to support its programs around the world?
2 How does Save the Children advocate for policy changes to improve the lives of children around the world?
3 What kind of impact has Save the Children's advocacy work had on children's rights and wellbeing?
4 What are some of the challenges that Save the Children faces in raising funds and advocating for policy changes?
5 How can individuals support Save the Children's fundraising and advocacy efforts?
Student taking part in the quiz game “Save the children culture ”
Objective: To increase knowledge and awareness of computer hardware and their functions
✓ Divide players into teams of 2-4
✓ Each team will receive a set of cards containing names and images of different computer hardware components such as motherboard, CPU, RAM, hard drive, graphics card, sound card, etc
✓ The moderator will ask a question related to computer hardware, and the first team to raise their hand will get a chance to answer
✓ If the answer is correct, the team can pick a card from the set
✓ If the answer is incorrect, the moderator will ask the same question to the other team The first team to answer correctly can pick a card from the set
✓ Each team must collect at least one of each type of hardware component to complete their set
✓ Once a team has completed their set, they can call out "Hardware Master" to signal they have won
✓ If more than one team has completed their set, the moderator will ask a tie-breaker question, and the team with the correct answer will be declared the winner
• Each team can only answer once per question
• No team can obstruct or interfere with the gameplay of another team
• The moderator's decision is final in case of any dispute
• The game is played in a friendly and respectful manner
• Players can increase their knowledge and awareness of computer hardware and their functions
• It promotes teamwork and communication between team members
1 What is the importance of understanding hardware information before buying a computer?
2 What are the two main components required to run a computer?
3 What is the role of a processor in a computer, and how is processor speed measured?
4 How does RAM impact a computer's performance, and how is it measured?
5 How is storage space measured, and what does it indicate about a computer's storage capacity?
6 Besides the processor, RAM, and storage space, what are some other hardware components that should be considered when choosing a computer?
7 How does the screen size impact a computer's usability?
8 What is the importance of battery life in a laptop computer?
9 How does a computer's weight impact its portability?
10 What are some key considerations to keep in mind when choosing the best computer for your needs, based on its hardware specifications?
Student taking part in the game” Hardware Master”
The effectiveness of the solutions
The study on "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games" investigates the effectiveness of utilizing games to enhance cultural knowledge in English language classrooms for 10th graders It emphasizes the integration of cultural content and the Content and Language Integrated Learning (CLIL) approach in English instruction, highlighting the potential of games as a tool for promoting cultural understanding among students.
The study was conducted through a quasi-experimental design, which included a pre-test, post-test, and a control group The sample size included 45 participants,
In a study involving 90 participants, 45 were assigned to the experimental group, which utilized Design Culture/CLIL Lessons in the English 10 Global Success textbooks through engaging games In contrast, the control group of 45 received instruction through traditional English language teaching methods.
The study revealed that students in the experimental group, who were taught using Design Culture/CLIL Lessons in the English 10 Global Success textbooks through games, significantly outperformed the control group They showed marked improvement in acquiring cultural knowledge and English language skills, enhancing their ability to understand and utilize English within a cultural context, as well as fostering a greater awareness and appreciation of cultural diversity.
The effectiveness of the Design Culture/CLIL Lessons in Textbooks English
Games have achieved global success as effective teaching tools due to their ability to create engaging and interactive learning environments They encourage active participation, foster a sense of competition, and make learning enjoyable, which ultimately enhances students' motivation and information retention.
Integrating Culture and CLIL approaches in English language instruction fosters language skill development within a cultural context This method helps students recognize and value cultural diversity, an essential aspect of effective language learning.
The integration of Design Culture and CLIL lessons in the English 10 textbook, Global Success in the Form of Games, supports 21st-century learning skills by fostering critical thinking, creativity, communication, and collaboration This game-based learning approach promotes teamwork among students and enhances their problem-solving abilities, which are vital for achieving success in today's world.
The research on "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games" demonstrates that game-based learning is an effective tool for enhancing cultural knowledge in English language classrooms The findings indicate that this innovative approach serves as a viable alternative to traditional instruction, resulting in notable improvements in both cultural understanding and English language skills Consequently, it is essential to promote and further investigate the use of game-based learning strategies in English language teaching.
To analyse the level of students’ interest in CLIL, the teacher distributed a survey to 90 students in class 10A, 10T1 Here are the results of the survey after the study:
Question How are you interested in learning CLIL?
Answers Interested a lot interested Not interested
Chart of the survey result of the students’interest in learning CLIL
A survey was conducted among 90 students from class 10A and 10T1 to assess their interest in Content and Language Integrated Learning (CLIL) The primary question posed was, "How interested are you in learning CLIL?" Participants had three response options: "Interested a lot," "interested," and "not interested."
Out of the 90 students, 45 responded that they were "interested a lot," which accounts for 50% of the surveyed students 42 students responded that they were
"interested," accounting for 46.7% of the surveyed students Only 3 students responded that they were "not interested," which accounts for 3.3% of the surveyed students
Overall, most of the surveyed students showed a high level of interest in learning CLIL, with 96.7% of the students responding that they were either
A mere 3.3% of students expressed a lack of interest in Content and Language Integrated Learning (CLIL), indicating that the majority are engaged This suggests that incorporating CLIL in the classroom may effectively enhance student motivation and participation in language learning.
Here are the results of the post test of students’ English level after the study
Excellent Good Average Bellow average
A post-test was administered to assess the English language proficiency of 45 students, who were categorized into four performance levels: Excellent, Good, Average, and Below Average.
In class 10 A, out of 45 students, 15 excelled, representing 33% of the class Additionally, 25 students performed well, accounting for 55.6% Only 5 students had an average performance, which is 11.1% of the class, while none of the students fell into the below-average category.
The post-test results indicate that 88.9% of students achieved excellent or good performance, highlighting the positive impact of the CLIL study on their English language skills However, the 11.1% of students who performed at an average level suggests that there is still potential for improvement in the teaching and learning process.
2 5 A survey of the necessity and effectiveness of the solution
I conducted a survey to assess the necessity and feasibility of integrating game-based design culture and CLIL lessons into the English 10 Global Success textbooks, aimed at enhancing cultural knowledge for 10th graders The survey focused on both the content and methodology to ensure comprehensive evaluation.
2.5.2.1 The content of the survey
There are two main points of the survey:
Point 1: whether the solution applied are really necessary for the teaching of English in general and the teaching of English 10 global success in particular
Point 2: whether the solution applied are feasible for the teaching of English in general and the teaching of English 10 global success in particular
2.5.2.2 The method of the survey and the criteria of evaluation
The method I used in my survey is a questionaire sent via google form link https://forms.gle/EwxxqY9Q6MFA2K4E6 with the 4 criteria “ unnecessary”,
“less necessary”, “necessary” and “ very necessary”
2.5.3 The subjects of the survey
1 The teachers who are teaching English 10 global success (school year 2022-2023) in some high schools in
2 Students in two classes are chosen the experimental groups
2.5.4 The survey result of the necessity and effectiveness of the solution applied
2.5.4.1 The necessity of the solution applied
- The teachers evaluate the necessity of the solution applied
- Students evaluate the necessity of the solution applied
Evaluation of the necessity of the solution applied
Solution: design culture/clil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10 th graders
The statistics indicate that it is essential to design CLIL (Content and Language Integrated Learning) lessons in the English 10 Global Success textbooks in the form of games, aimed at stimulating and enhancing cultural knowledge for 10th graders.
2.5.4.2 The effectiveness of the solution applied
- Teachers evaluate the effectiveness of the solution applied
- Students evaluate the feasibility of the solution applied
Evaluation of the feasibility of the solution
Solution: design culture/clil lessons in textbooks english 10 global success in the form of games to stimulate and promote cultural knowledge for 10 th graders
The statistics indicate that implementing "design culture/CLIL lessons in English 10 Global Success textbooks through games" is a viable approach to enhance cultural knowledge among 10th graders.
CONCLUSION AND RECOMMENDATIONS
Conclusion
The research titled "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games to Stimulate and Promote Cultural Knowledge for 10th Grader" demonstrates that the integration of culture and Content and Language Integrated Learning (CLIL) in English language education significantly enhances students' cultural knowledge.
Research shows that utilizing games to teach cultural knowledge is an innovative and effective method for enhancing student information retention Games like crossword puzzles and cultural trivia have proven successful in fostering cultural understanding and increasing student engagement These interactive activities allow students to actively connect with cultural content while also honing their critical thinking skills.
Incorporating local culture into English language teaching is crucial, as it allows students to appreciate their own cultural heritage alongside that of other nations This approach fosters cultural awareness and respect, enabling students to develop a global perspective and become more effective global citizens.
Incorporating culture and Content and Language Integrated Learning (CLIL) into English language teaching through games significantly enhances students' cultural knowledge This research offers valuable insights and practical recommendations for English language teachers aiming to improve their teaching methods and foster cultural awareness in their classrooms.
Recommendations
The study "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games" offers valuable recommendations for educators aiming to integrate cultural knowledge and content-based instruction into English language teaching for 10th graders.
Educators are encouraged to create culturally relevant games and activities tailored to their local context by collaborating with fellow teachers, cultural experts, and community members This collaboration provides valuable insights into the cultural practices and beliefs of the target language community By designing these activities, educators can enhance students' understanding of the target culture while simultaneously improving their language skills.
Incorporating authentic materials like videos, articles, and interviews into the classroom enhances students' cultural immersion and fosters critical thinking skills These resources also enable educators to create project-based learning activities that encourage students to apply their language skills in real-world contexts.
Educators are encouraged to integrate technology into their teaching practices, utilizing online resources, digital games, and multimedia tools to enhance traditional methods This approach fosters a more engaging and interactive learning environment, catering to diverse student interests and learning styles.
The study highlights the crucial role of continuous professional development for educators Engaging in professional development allows educators to remain informed about the latest trends and effective practices in language teaching and cultural instruction This can involve attending conferences, workshops, and training sessions, as well as collaborating with peers to exchange resources and ideas.
In summary, the research study "Design Culture/CLIL Lessons in Textbooks English 10 Global Success in the Form of Games" offers essential recommendations for educators aiming to integrate cultural knowledge and content-based instruction for 10th graders.
Effective English language teaching involves creating culturally relevant activities, utilizing authentic materials, integrating technology, and engaging in continuous professional development These strategies enable educators to enhance students' language skills while fostering a deeper understanding of the target culture.
1 Coyle, D., Hood, P., & Marsh, D (2010) Content and language integrated learning Cambridge University Press
2 Dalton-Puffer, C (2011) Content-and-language integrated learning: From practice to principles? Annual Review of Applied Linguistics, 31, 182-204
3 McCarthy, J (1998) Games for language learning Cambridge University Press
4 Prensky, M (2001) Digital game-based learning McGraw-Hill Education
5 Thomas, M (2010) Learning with digital games: A practical guide to engaging students in higher education Routledge
I Choose the word whose underlined part is pronounced differently from that of the others
II Choose the word whose stress pattern is different from that of the others
I Choose the best answer from the four options marked A, B, C or D to complete each sentence below
1 If Hoa rich, she would travel around the world
A bought B buying C buy D has bought
3 Nam speaks Chinese but also speaks Japanese
4 It is raining very hard, we can't go camping
A so B so that C more over D however
5 Mrs Hoa sings very well are Nam's mother
6 Hung enjoys fishing and boating
A to go B go C going D went
7 We must finish our project
A on time B in time C yesterday D time
8 a kind of everlasting energy, solar energy may be the solution to our crisis
9 Students universities may have many difficulties in finding good study methods
A enter B entering C that enter D who enter
10 tired, I went to bed early
A To feel B Felt C Feeling D Having
11 Either John or his brothers the money
C has been stolen D have been stolen
12 My dog as well as my cats twice a day
A eat B eats C has eaten D have eaten
A do you B aren't you C will you D don't you
14 The teacher advised the children and see the dentist regularly
A went B going C go D to go
15 I wish you to the theater last night, but you didn't
A would come B had come C was coming D came
II Choose the underlined words or phrases (A, B, C or D) that are incorrect in standard English
1 My father prefers watching films at home than going to the cinema
2 Women nowadays have more free to participate in social activities
3 She had the gardener to plant some trees
4 The church where we are going to visit isn't far from here
5 Come up to my place and we will discuss it
I Choose the word whose underlined part is pronounced differently from the others in each group
II Choose the word whose main stress is placed differently from the others in each group
I Choose the best answer from the four options marked A, B, C or D to complete each sentence below
1 You have never been to England, you?
2 Many students go there on weekends to have a rest after a week
A working hard B hardly C hard working D worked
3 Ba dropped his watch when he was the bus
A turning off B getting off C taking off D going off
4 Mary's eyes are weak , she has to wear glasses
5 Scientists are looking for an way to reduce energy consumption
6 to have a lunch at 12 o’clock every day?
A Did she used B Was she used C Is she used D Did she use
7 The lion-tamer and his lion we saw on the stage came from Moscow
8 Energy-saving bulbs should be used electricity
A to save B saving C save D to saving
9 Analysts suggested the country its infrastructure to get foreign investment
A improve B to improve C improves D improving
10 The report showed the U.S trade deficit in February
11 The controversial film was nominated eight Academy Awards
12 Union members the privatization of the country's airports
13 The advertising executive resigned over his inappropriate made at a conference
14 Thieves made over twenty thousand pounds
A off with B off C up D up with