Enhancing English and Soft Skills through CLIL and Children’s Literature: A Qualitative Case Study of Thai Undergraduates
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Abstract
This study explores the integration of Content and Language Integrated Learning (CLIL) in a children’s literature course at a Thai university. The objective was to enhance English proficiency and soft skills among Thai English major undergraduates. To accomplish this, I used a systematic random sampling method to select 30 third-year English majors from a children’s literature course. Over one semester, students participated in CLIL activities, including reading, storytelling, and creative projects, aimed at improving English language skills and fostering essential soft skills. Data were collected through participant observations and semi-structured interviews. The results indicate potential improvements in the sampled students' English language skills, particularly in reading, speaking, and vocabulary acquisition. Observations revealed increased student engagement and positive attitudes towards CLIL activities. Interviews highlighted the enhancement of soft skills, such as teamwork, creativity, and critical thinking, with students expressing positive perceptions of the CLIL approach. The findings suggest that integrating CLIL into children’s literature courses can effectively enhance both language proficiency and soft skills, preparing students for the demands of the modern workforce. This approach can serve as a model for similar educational contexts seeking to improve language and soft skill development.
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