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Study design indicating points in time when the questionnaire was employed.

Study design indicating points in time when the questionnaire was employed.

Contexts in source publication

Context 1
... the novelty effect. After roughly 10-12 lessons (spanning about 4-5 weeks) in the first CLIL unit, the module group continued their regular biology lessons in German and then took part in a second CLIL unit of roughly the same extent. The stream group took part in both units but continued their bilingual biology classes between them (see Fig. 1). The CLIL module group was taught by student teachers who had studied the subjects English and biology 5 , as the students' regular teachers did not feel capable enough to teach subject matter in a foreign language. Obviously, this change of teacher has to be considered in the further ...
Context 2
... quantitative questionnaire was used to survey student opinions about their biology and English lessons on an affective level and was given before and after each module (see Fig. 1). Module group students were longitudinally analysed (lasting approximately 4-6 months) and those who participated in both modules were given a total of four questionnaires (t0 -t3). Stream group students only completed two questionnaires, since the results showed very little variance in their scores and the study administrators did ...
Context 3
... that experiencing two bilingual modules could have the same positive effects on learns that are usually attributed to being in a CLIL stream. Although group differences are of interest, changes within the module group are also worth noting. Groups are compared before module intervention (t0) and after the completion of two CLIL modules (t3, see Fig. ...

Citations

... Drama techniques and activities are used to develop communication skills through fluency, pronunciation, co-operative learning, confidence-building and intercultural awareness. Ohlberger et al. [53] argue in their study that there was a great effect on students' self-efficacy. The CLIL students have different attitudes towards English compared with the non-CLIL students. ...
Article
Full-text available
The current study aimed at exploring the impact of a proposed programme grounded on CLIL and drama on developing 9th graders' English speaking skills and their self-efficacy. The sample of the study were two ninth-grade classes who were chosen randomly from El-Mamounia preparatory girls' school A for Palestinian Refugees in Gaza city. Each class has (34) students. One class was considered as an experimental group and the other as a control group. For the purpose of the study, the researchers used two main tools: (1) a pre-post speaking test, and (2) a students' self-efficacy scale. The findings revealed that the suggested program based on CLIL and drama was effective in improving 9th graders' speaking skills and their self-efficacy. The results showed that the students after they were exposed to the suggested programme, can speak more fluently, accurately, and confidently in English. It became clear that dramatizing the CLIL facilitates understanding the content as it is greatly connected to the learners' life that helps them interact effectively with different situations. The suggested program based on CLIL and drama showed improvement in the students' speaking skills. This may be attributed to different reasons: students were motivated to participate during the implementation of the program as it was interesting to present the lesson in a dramatized way. In light of these findings, the researchers recommend EFL Palestinian teachers to dramatize the CLIL as a means of improving learners' speaking skills and their self-efficacy to learn English and educational drama.
... The researchers state that self-efficacy pertains to a person's self-judgment of how well she\he can perform their behaviors in particular conditions. Ohlberger et al. (2019), pertains that while academic success positively influences one"s perceived selfefficacy, negative emotions such as stress, anxiety and fatigue have detrimental effects. Students with high levels of self-efficacy actively participate in lessons and exhibit a better overall performance when compared to students with lower perceived self-efficacy (Donat et al., 2008). ...
Article
Full-text available
This study aimed at exploring the impact of Content and Language Integrated Learning (CLIL) and drama on students' self-efficacy towards learning English through drama. The sample of the study was (68) ninth graders (divided into two equal groups) from Al-Mamounia preparatory school in Gaza Strip. The two researchers used a self-efficacy scale. The findings revealed that the program based on CLIL and Drama was effective to improve the students' self-efficacy towards learning English in general and towards learning English through drama. The researchers recommend that EFL Palestinian teachers should use the CLIL and drama approach as a tool for enhancing students' self-efficacy.
Book
Das Buch liefert einen Einblick in fachbezogene Inklusionsdiskurse in nahezu jeder Fachdidaktik. Zudem werden für die jeweiligen Fachdidaktiken „typische“ Phänomene schulischer Inklusion herausgearbeitet und beispielhaft illustriert. Im Durchgang durch die unterschiedlichen fachdidaktischen „Aneignungsformen“ des bildungspolitischen Impulses der UN-BRK zur Institutionalisierung eines inklusiven Schulsystems zeigt sich, dass die disziplinären Eigenlogiken der Fächer durchaus wirksam sind, zugleich aber vielfältige schulpraktische Lösungen angeboten werden. So bietet das Buch insgesamt eine Synopse des fächerspezifischen Inklusionsdiskurses als Antwort auf die governanceanalytische Frage: „Was implementiert sich da eigentlich?“ Die Herausgeber*innen Dr. Michael Braksiek ist wissenschaftlicher Mitarbeiter im Fach Sportwissenschaft an der Universität Vechta. Prof. Dr. Bernd Gröben ist Professor für Sportwissenschaft an der Universität Bielefeld. Dr. Kinga Golus ist wissenschaftliche Mitarbeiterin im Fach Philosophie an der Universität Bielefeld. Prof. Dr. Martin Heinrich ist Professor für Schulentwicklung und Schulforschung und Leiter der Wissenschaftlichen Einrichtung Oberstufen-Kolleg an der Universität Bielefeld. Dr. Peter Schildhauer ist Akademischer Rat im Fachbereich ‚Teaching English as a Foreign Language‘ an der Universität Bielefeld. Dr. Lilian Streblow ist wissenschaftliche Mitarbeiterin in der Bielefeld School of Education an der Universität Bielefeld.
Chapter
Im vorliegenden Beitrag werden fachspezifische Ansätze einer inklusiven Biologiedidaktik beschrieben. Zunächst werden der Inklusionsbegriff im Fachdiskurs sowie der Forschungsstand für das Fach Biologie dargestellt. Als fachspezifische Merkmale zur Gestaltung und Untersuchung von Inklusion können die Diversität, die emotional geprägten Vorerfahrungen der Lernenden mit einigen Inhalten und ihr Lebensweltbezug herausgestellt werden. Abschließend wird der diversitätssensible Umgang mit den Themen Evolution und Sexualität als fachspezifisches Phänomen schulischer Inklusion näher ausgeführt.
Thesis
Full-text available
The current study aimed at investigating the effectiveness of a suggested programme based on CLIL and drama on developing 9th graders' English speaking skills and their self-efficacy. The sample of the study were two ninth grade classes who were chosen randomly from from El-Mamounia preparatory girls' school A for Palestinian Refugees in Gaza city. Each class has (34) students. One class was considered as an experimental group and the other as control group. For the purpose of the study, the researcher used two main tools: (1) a pre-post speaking test, and (2) a students' self-efficacy scale. The findings revealed that the suggested program based on CLIL and drama was effective in improving 9th graders' speaking skills and their self-efficacy. The results showed that the students, after they were exposed to the suggested programme, have the ability to speak more fluently, accurately and confidently in English. It became clear that dramatizing the CLIL facilitates understanding the content as it is greatly connected to the learners' life that helps them interact effectively with different situations. The suggested program based on CLIL and drama showed improvement in the students' speaking skills. This may be attributed to different reasons: students were motivated to participate during the implementation of the program as it was interesting to present the lesson in a dramatized way. In light of these findings, the researcher recommends EFL Palestinian teachers to dramatize the CLIL as a tool of enhancing students' speaking skills and their self-efficacy towards learning English and educational drama.
Thesis
Full-text available
The current study aimed at investigating the effectiveness of a suggested programme based on CLIL and drama on developing 9th graders' English speaking skills and their self-efficacy. The sample of the study were two ninth grade classes who were chosen randomly from from El-Mamounia preparatory girls' school A for Palestinian Refugees in Gaza city. Each class has (34) students. One class was considered as an experimental group and the other as control group. For the purpose of the study, the researcher used two main tools: (1) a pre-post speaking test, and (2) a students' self-efficacy scale. The findings revealed that the suggested program based on CLIL and drama was effective in improving 9th graders' speaking skills and their self-efficacy. The results showed that the students, after they were exposed to the suggested programme, have the ability to speak more fluently, accurately and confidently in English. It became clear that dramatizing the CLIL facilitates understanding the content as it is greatly connected to the learners' life that helps them interact effectively with different situations. The suggested program based on CLIL and drama showed improvement in the students' speaking skills. This may be attributed to different reasons: students were motivated to participate during the implementation of the program as it was interesting to present the lesson in a dramatized way. In light of these findings, the researcher recommends EFL Palestinian teachers to dramatize the CLIL as a tool of enhancing students' speaking skills and their self-efficacy towards learning English and educational drama.