Influencing Learner Interest With Authentic Materials in a Tertiary CLIL Context


Authentic materials are an extremely valuable tool for instruction particularly in Content Language Intergraded Instruction (CLIL) contexts but often instructors shy away from using these materials, citing the linguistic difficulty for students. This presentation will discuss a mixed methods research project focusing on the effect on learner interest (LI) with the incorporation of English authentic materials into Japanese tertiary CLIL oriented classes. The primary purpose of this research was to investigate the effect on students’ LI with the application of scaffolded authentic materials. This presentation will offer a brief background of the content utilized followed by a discussion of Hidi and Renninger’s (2006) 4-phase model of interest development and its application to the current study. Findings from mixed methods research employing a self-reporting questionnaire as well as interviews conducted within a cohort of Sports Education students(n=55) will be reported. Findings revealed that upon completion of the course, students reported an increase in triggered situational interest. However some students voiced favor for the safety of a traditional ESL textbook, the majority of the students reported that by using scaffolded authentic materials their confidence increased with seeking out and dealing with authentic content and commented they would be more likely to study and investigate authentic materials for topics in English as opposed to their native language if English information was considered more appropriate for the task. This research although preliminary demonstrates that scaffolded authentic materials maybe successfully integrated into tertiary classes with LI and English study positively affected.

Author Information
Darlene Yamauchi, Bunkyo Gakuin University, Japan

Paper Information
Conference: ACEID2023
Stream: Teaching Experiences

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Posted by James Alexander Gordon