ERIC Number: EJ1249242
Record Type: Journal
Publication Date: 2020
Pages: 12
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0957-1736
EISSN: N/A
Analysis of Accuracy in the Writing of EFL Students Enrolled on CLIL and Non-CLIL Programmes: The Impact of Grade and Gender
Language Learning Journal, v48 n2 p121-132 2020
This paper examines written language accuracy in a content and language integrated learning (CLIL) and a non-CLIL instruction context including grade and gender in the analysis. Essays written by 393 third and fourth year CLIL and non-CLIL secondary education students were evaluated by two measures of second language (L2) accuracy: error-free sentence ratio and errors per word ratio. Errors were analysed and scored as syntactic, morphological, lexical, lexicogrammatical, spelling and punctuation errors. Results revealed that accuracy progressed with grade significantly in the CLIL instruction context whereas in the non-CLIL group only lexicogrammatical errors decreased significantly. The analysis of error subtypes revealed some cases of regression and stabilisation tendencies, with articles posing problems in both contexts and prepositions, determiners, voice, subordination and word order in the non-CLIL context. As regards gender, female participants did not significantly outperform their male peers in written accuracy in the CLIL group as they did in the non-CLIL group indicating that CLIL may help balance gender differences.
Descriptors: English (Second Language), Second Language Learning, Second Language Instruction, Accuracy, Form Classes (Languages), Word Order, Gender Differences, Writing (Composition), Course Content, Language of Instruction, Essays, Secondary School Students, Writing Evaluation, Error Patterns, Grammar, Vocabulary, Punctuation, Teaching Methods, Foreign Countries
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Publication Type: Journal Articles; Reports - Research
Education Level: Secondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Spain
Grant or Contract Numbers: N/A