The Effect of English Learning Management Based on Content and Language Integrated Learning (CLIL) Approach on Critical English Reading Ability of Mathayomsuksa 5 Students

Abstract

This research had the objective to compare the ability in the English critical reading of the Mathayomsuksa 5 students, before and after receiving the learning management based on the Content and Language Integrated Learning (CLIL) approach and comparing their ability in the English critical reading after receiving the learning based on the content and language integrated learning and learning by the content. This research was quantitative research. The sampling groups used in this research were M. 5 students from Patumwan Demonstration School, Srinakharinwirot University. It used two classes, derived from the defined types in the classroom, divided into the experimental groups and the controlled group. The data collection was done by using the content and language integrated learning approach, the plan on learning by the content and measurement of the ability on the English critical reading with a reliability of 0.88, and an analysis of the data using the statistical mean, standard deviation, and t-test.   

The research results found that:

1. The results of comparing the ability in the English critical reading of the Mathayomsuksa 5 students before and after receiving the learning management based on the Content and Language Integrated Learning (CLIL) approach found that M. 5 students have the ability in English critical reading higher after learning with statistical significance at .01.

2. The results of comparing the analysis on the English critical reading of the M. 5 students that received the learning management based on the Content and Language Integrated Learning (CLIL) approach and learning by the content found that the experimental group had the ability in English critical reading after learning and was higher than the controlled group with statistical significance at .01.