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A Study of Content and Language Integrated Learning (CLIL)on the Development of English Spelling and Reading Skills of Year 2 EAL Students at Udon Thani International School |
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| รหัสดีโอไอ | |
| Creator | Duangtawan Wasoongnoen |
| Title | A Study of Content and Language Integrated Learning (CLIL)on the Development of English Spelling and Reading Skills of Year 2 EAL Students at Udon Thani International School |
| Contributor | Sasipong Srisawat |
| Publisher | Research and Development Institute, Nakhon Ratchasima Rajabhat University |
| Publication Year | 2569 |
| Journal Title | Research Community and Social Development Journal |
| Journal Vol. | 20 |
| Journal No. | 1 |
| Page no. | 110-125 |
| Keyword | Content and Language Integrated Learning (CLIL), English spelling skills, EAL students, primary education |
| URL Website | https://so04.tci-thaijo.org/index.php/NRRU/issue/view/18509 |
| Website title | https://so04.tci-thaijo.org/index.php/NRRU/ |
| ISSN | 3027-7515 |
| Abstract | Background and Objective: English serves as an important medium in international schools,particularly for students learning English as an Additional Language (EAL). This research aimed to examine theeffects of Content and Language Integrated Learning (CLIL) on the English spelling skills of Grade 2 EALstudents at Udon Thani International School by comparing their post-test and pre-test scores, and to investigatestudents’ satisfaction with the CLIL learning approach.Methodology: Eight Grade 2 EAL students participated in the study selected through purposivesampling. The research instruments designed included Content and Language Integrated Learning (CLIL) basedwith 8 lesson plans, an English spelling achievement test, and a student satisfaction questionnaire. Theinstructional intervention was conducted over 4 weeks, totaling 8 hours. Data were analyzed using mean, standarddeviation, and a paired-samples t-test to examine differences between post-test and pre-test scores, whiledescriptive statistics were used to analyze student satisfaction. The instructional activities included vocabularyexposure, guided spelling practice, and interactive learning tasks that encouraged students to use English inmeaningful classroom contexts.Results: The results revealed that the English spelling scores of Grades 2 EAL students after learningthrough the CLIL approach were significantly higher than their scores before the intervention. In addition, thestudents reported a high level of satisfaction with the learning content, instructional activities, and teacher supportprovided through the CLIL approach. The improvement suggests that integrating language learning with academiccontent can support students’ understanding of spelling patterns and promote early literacy development.Discussion and Suggestions: The findings suggest that Content and Language Integrated Learning(CLIL) serve as an instructional approach for developing English spelling skills among primary-level EALstudents. Integrating language learning with academic content promotes meaningful learning experiences,increases learner engagement, and supports language development. Contextualized learning activities also helpstudents connect vocabulary knowledge with real learning situations. Therefore, Content and Language IntegratedLearning (CLIL) should be encouraged for use in English language instruction at the primary education level.Further research involving larger samples and longer instructional periods is recommended to strengthen thegeneralizability of the findings. |
