The Effects of Dialogic Teaching in CLIL Science Subject on English Oral Communication Ability of Primary Students in English Program
DOI:
https://doi.org/10.14456/ojed.2022.19Keywords:
Content and language integrated learning (CLIL) Science, Dialogic teaching, English oral communication abilityAbstract
This present study aimed 1) to investigate the effects of dialogic teaching in CLIL Science subject in enhancing English oral communication ability of third grade students studying in an English program and 2) to explore the opinions of students towards dialogic teaching in CLIL Science. The study employed a one group pretest-posttest research design in which forty third grade students studying in an English program at a private school in Phra Nakhon Si Ayutthaya Province participated in the study for a total of 11 weeks. The research instruments employed were 1) an English oral communication ability pretest and posttest 2) an English oral communication ability analytic rubric and 3) students’ opinions interview questions. The results of this study indicated that 1) the students’ English oral communication ability significantly increased after the treatment and 2) most students have positive opinions towards dialogic teaching in CLIL Science subject.
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