Integrating Language Learning and Physical Education: The Impact of CLIL Approach in a Taiwanese University

Abstract

This study examines the integration of English language learning and physical education using the Content and Language Integrated Learning (CLIL) approach in a general education class at a private university in Taiwan. The study aims to investigate the impact of the CLIL approach on students' motivation, the effectiveness of the CLIL approach on curriculum design, and English language learning and content knowledge.

The study involved 40 college students from different majors, with language proficiency levels ranging from A2 to B1 according to the Common European Framework of Reference for Languages. Quantitative and qualitative data were collected using various instruments, such as the student learning survey, English Pre- and Post-Tests, student feedback, and teacher observation field notes. The data were analyzed using statistical software and were coded and categorized into different themes for student feedback.

The results showed that the CLIL approach had a positive impact on students' motivation, as they exhibited an increased preference for English and physical education subjects after the class. Moreover, the CLIL approach improved students' learning engagement, with a significant increase in their participation in actively seeking learning resources and learning methods when encountering problems. Furthermore, the result of students' performance in English listening and vocabulary indicates that the CLIL approach had a positive impact on their English language learning and content knowledge. In addition, the study received positive feedback on the course design and planning and teacher-student interactions.

Despite the positive feedback of the CLIL approach, challenges related to teacher collaboration, university policies, and evaluation also need to be put into consideration to ensure a successful CLIL curriculum. The findings of this study can serve as a reference for future implementation of bilingual education in Taiwan, as it provides insights into the effective use of the CLIL approach in integrating language learning with other subjects.

Keywords

Content and Language Integrated Learning (CLIL), physical education, learner engagement