Use this URL to cite or link to this record in EThOS: https://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.787415
Title: Algebra and language integrated learning (ALIL) : the case of Prince Mohammed bin Fahd
Author: Eltoum, Russina A.
ISNI:       0000 0004 7972 5337
Awarding Body: University of Aberdeen
Current Institution: University of Aberdeen
Date of Award: 2019
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Abstract:
Education is facing many challenges in a time of globalization and technological progress, including the responsibility to prepare generations capable of keeping pace with the requirements of the modern era. Therefore, tools and support are required to enable the students to obtain and develop several competencies, such as using language for communication and participation in academic discourse. There has been very limited research into impact on students' learning in KSA in general and on learning algebra in particular; although, it is widely assumed that CLIL has a positive impact on students' language competences. Therefore, this study focuses mainly on CLIL as a pedagogical approach and its impact on simultaneously learning both content (algebra) and language (English) on students' conceptual understanding and language proficiency. The questions addressed by the present study are as follows; (1) What kinds of difficulties do female Saudi students in Prince Mohammed bin Fahd University (PMU) encounter in learning Introductory Algebra? (2) What kind of impact does a pedagogical approach that integrates language and algebra learning have on students' learning? (3) What are the female Saudi students' perceptions of the new learning approach? A mixed-method design was implemented to collect and analyze data in three phases; pre-intervention, intervention, and post-intervention phase. The study sample comprised one group of an Introductory Algebra class. The study group (SG) was receiving instructions using a CLIL instructional model. The content of documents, such as HW, CW, test and exam papers were analyzed to learn about the kind of challenges that students encounter in learning algebra. Tasks and learning conversations were two of the essential sources of data that aimed to answer the first research question. Additionally, students were tested in the pre- and post-intervention phases for score comparisons to learn about the impact on the pedagogical approach on students' conceptual understanding and linguistic proficiency. Similarly, the means of the students' responses to the Likert Scale items were compared in the pre- and post intervention phases. The last part of the post-intervention questionnaire was designed to provide data about the students' perception of the used instructional approach. Data analysis revealed that female Saudi students were mainly encountering three types of difficulties that included; conceptual, linguistic, and cultural difficulties. The findings also suggested that the pedagogical approach had positive impacts on students' conceptual understanding of algebra and had the potential of improving their academic language. Moreover, students had a positive perception of the instructional approach and they were open to new and modern approaches of learning. The study evolves a pedagogic model for CLIL approaches in specific mathematical contexts Saudi tertiary contexts which could be further developed to include other subjects and contexts in the future.
Supervisor: Coyle, Do Sponsor: Not available
Qualification Name: Thesis (Ph.D.) Qualification Level: Doctoral
EThOS ID: uk.bl.ethos.787415  DOI: Not available
Keywords: Mohammed bin Fahd University ; Algebra ; English language
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