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Research paper thumbnail of CASE STUDY: ATTITUDE AND NEEDS ANALYSIS IN A CLIL UNIVERSITY CLASS

The article was published at the Conference Proceedings of the "CLIL Methodology in University In... more The article was published at the Conference Proceedings of the "CLIL Methodology in University Instruction: Online and in the Classroom", 13-14 February 2009, University of Urbino.

Acknowledging the new international working demands, following the major expansion that the European Union has recently undergone and the overall globalization, the methodology of CLIL in teaching and learning English seems to be the best solution for university students, since its benefits may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. The curriculum of the department of Marketing and Operations Management of the University of Macedonia, in Edessa includes the following compulsory subjects at the 1st and 2nd year of studies: “Academic Vocabulary in English and Reading Comprehension Skills” - English I, “Writing for Academic Purposes in English” - English II, “Vocational English” - English III and “Presentation skills”- English IV. The English teachers attempt to develop learning material by selecting contemporary authentic texts from worldwide known financial magazines and websites and by designing activities so as to improve specific skills. In the course “Academic Vocabulary in English and Reading Comprehension Skills” students are introduced to a variety of authentic financial texts, such as newspaper articles, articles published on the Internet, book extracts etc, in order to enrich their vocabulary, familiarize them with the different written genres and improve different techniques of reading. The course “Writing for Academic Purposes” focuses on developing students’ abilities to classify, organize, compose and formulate a text in a coherent way. The different parts of a thesis, content and form (preface-introduction-chapters-conclusion-notes-indexes-references) are also explored. The courses “Vocational English” and “Presentation skills” are conducted mostly via Information Communication Technology. Among others, students write their Curriculum Vitae in English by using the site of European Commission, a motivation letter, a thank you letter to their employer, a report about a colleague and, as an assignment, they are asked to present an international company (using PowerPoint).

Accepting the aforementioned and focusing on the learner’s active participation, this research aims at observing and investigating learners’ needs and views by engaging them in the process of self assessment and evaluation of the course. More specifically, the aims of this research are: to introduce self-evaluation and self-assessment in ESP learning and teaching and more importantly to study and explore learners' attitudes and needs in terms of the usefulness of the various activities, materials, tools, lesson plans, class organisation methods adopted in content teaching in a foreign language. In the case of the department of Marketing and Operations Management, content teaching refers to business and financial issues.

Papers by Maria Kikidou

Research paper thumbnail of “Travelling to Greek Neighborhoods with English”: Design and Implementation of a CLIL Program at a Primary School

International Electronic Journal of Elementary Education, Dec 29, 2023

Introduction Content and Language Integrated Learning (CLIL) is an innovative approach which atte... more Introduction Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning-this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program-designed for 5th grade students of a Primary School in Northern Greecewas piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and enganging them in the subjects of geography, history and culture, using English,-with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation. Defining CLIL T he term (CLIL) Content Language Integrated Learning was adopted in the 1990s as an umbrella term representing the attempt to use foreign language as a tool when learning a subject, so as language and subject to have a "joint curricular role" (Coyle, 2006; Eurydice, 2006; Marsh, 2012). It is a generic term describing "any learning activity where language is used as a tool to develop new learning from a subject area or theme", (Coyle et al., 2009).

Research paper thumbnail of CASE STUDY: ATTITUDE AND NEEDS ANALYSIS IN A CLIL UNIVERSITY CLASS

The article was published at the Conference Proceedings of the "CLIL Methodology in University In... more The article was published at the Conference Proceedings of the "CLIL Methodology in University Instruction: Online and in the Classroom", 13-14 February 2009, University of Urbino.

Acknowledging the new international working demands, following the major expansion that the European Union has recently undergone and the overall globalization, the methodology of CLIL in teaching and learning English seems to be the best solution for university students, since its benefits may be seen in terms of cultural awareness, internationalisation, language competence, preparation for both study and working life, and increased motivation. The curriculum of the department of Marketing and Operations Management of the University of Macedonia, in Edessa includes the following compulsory subjects at the 1st and 2nd year of studies: “Academic Vocabulary in English and Reading Comprehension Skills” - English I, “Writing for Academic Purposes in English” - English II, “Vocational English” - English III and “Presentation skills”- English IV. The English teachers attempt to develop learning material by selecting contemporary authentic texts from worldwide known financial magazines and websites and by designing activities so as to improve specific skills. In the course “Academic Vocabulary in English and Reading Comprehension Skills” students are introduced to a variety of authentic financial texts, such as newspaper articles, articles published on the Internet, book extracts etc, in order to enrich their vocabulary, familiarize them with the different written genres and improve different techniques of reading. The course “Writing for Academic Purposes” focuses on developing students’ abilities to classify, organize, compose and formulate a text in a coherent way. The different parts of a thesis, content and form (preface-introduction-chapters-conclusion-notes-indexes-references) are also explored. The courses “Vocational English” and “Presentation skills” are conducted mostly via Information Communication Technology. Among others, students write their Curriculum Vitae in English by using the site of European Commission, a motivation letter, a thank you letter to their employer, a report about a colleague and, as an assignment, they are asked to present an international company (using PowerPoint).

Accepting the aforementioned and focusing on the learner’s active participation, this research aims at observing and investigating learners’ needs and views by engaging them in the process of self assessment and evaluation of the course. More specifically, the aims of this research are: to introduce self-evaluation and self-assessment in ESP learning and teaching and more importantly to study and explore learners' attitudes and needs in terms of the usefulness of the various activities, materials, tools, lesson plans, class organisation methods adopted in content teaching in a foreign language. In the case of the department of Marketing and Operations Management, content teaching refers to business and financial issues.

Research paper thumbnail of “Travelling to Greek Neighborhoods with English”: Design and Implementation of a CLIL Program at a Primary School

International Electronic Journal of Elementary Education, Dec 29, 2023

Introduction Content and Language Integrated Learning (CLIL) is an innovative approach which atte... more Introduction Content and Language Integrated Learning (CLIL) is an innovative approach which attempts to comprise holistic features, focusing on the meaning and at the same time providing opportunities for purposeful language use (Dalton-Puffer, 2007). Based on the triptych language of learning, language for learning and language through learning-this program aims at creating innovative educational escape rooms, in order to adopt CLIL, to develop skills in the target language (English) and at the same time to emphasize context and meaning. The program-designed for 5th grade students of a Primary School in Northern Greecewas piloted for 5 months, giving them the opportunity to "travel to Greek neighborhoods" and enganging them in the subjects of geography, history and culture, using English,-with great enthusiasm. Various web2 tools, videos, games, websites were incorporated in the escape rooms to provide authentic material so as to enhance authentic communication in the English language and also to use different types of context so as to support language and content knowledge. The program was assessed and evaluated using alternative ways and the results indicated the positive effects of CLIL on the students' skills in English (TL) along with the significantly developed familiarization with the content through a creative, enthusiastic, motivating setting for students promoting active involvement and participation. Defining CLIL T he term (CLIL) Content Language Integrated Learning was adopted in the 1990s as an umbrella term representing the attempt to use foreign language as a tool when learning a subject, so as language and subject to have a "joint curricular role" (Coyle, 2006; Eurydice, 2006; Marsh, 2012). It is a generic term describing "any learning activity where language is used as a tool to develop new learning from a subject area or theme", (Coyle et al., 2009).