Teachers and students attitudes towards the use of content and language integrated learning approach in teaching second year students in the cooking program at vung tau tourism vocational college

i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS TRAN THI KIEU ANH TEACHERS'''' AND STUDENTS'''' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACH[.]

i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY -THESIS TRAN THI KIEU ANH TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE Ba Ria – Vung Tau 2022 ii MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY -THESIS TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in TESOL Course code: 8140111 By Tran Thi Kieu Anh Supervised by Nguyen Hoang Tuan, Ph.D Ba Ria – Vung Tau 2022 iii BA RIA VUNG TAU UNIVERSITY POSTGRADUATE INSTITUTE Ba Ria Vung Tau, July 2022 MASTER’S THESIS REPORT Student name: TRAN THI KIEU ANH Date of birth: Major: Sex: Female Place of birth: 28/02/1979 Student code: 18114200 I- Thesis title: TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE II-Objectives and contents: This study explores teacher and student attitudes toward CLIL in teaching and learning in the cooking program at the VTVC The research objectives are as follows: To find out the teachers' attitudes toward using CLIL in teaching the cooking program at the VTVC To examine the students' attitudes toward using CLIL in learning the cooking program at the VTVC To investigate any significant differences in the teachers’ and students’ attitudes towardusing CLIL in the cooking program at the VTVC This study was conducted at the Vung Tau Tourism Vocational College The research focuses on the attitudes of teachers and students toward the use of CLIL in teaching the cooking program at the Vung Tau TourismVocational College based in a Vietnamese setting The study subjects included 34 male and female sophomores and five teachers working at the VTVC The students are sophomores and have compulsorily learned English for at least five years in secondary and high school They are supposed to be equal in English proficiency at the beginner level The teacher participants are currently working at VTVC A mix-research method is applied to evaluate and examine this topic Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: cooking teachers and second-year students in the cooking class iv III- Starting date: June 8, 2021 IV- Completing date: June 30, 2022 V- Academic supervisor: NGUYEN HOANG TUAN, Ph.D ACADEMIC SUPERVISOR SCHOOL HEAD (full name, signature) (full name, signature) v CERTIFICATE OF ORIGINALITY I certify my authorship of the Master’s Thesis submitted today entitled: TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau province, June 2022 TRAN THI KIEU ANH vi RETENTION AND USE OF THE THESIS I hereby state that I, Tran Thi Kieu Anh, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses Ba Ria Vung Tau, June 2022 Signature …………………… TRAN THI KIEU ANH vii ACKNOWLEDGEMENTS I would like to express my sincere thanks to those who have made great contributions to my thesis completion First and foremost, I would like to express my profound gratitude to Dr Nguyen Hoang Tuan, my supervisor, for his valuable comments and suggestions during the whole research process His dynamism, enthusiasm, vision as well as his patience have deeply inspired me Without his support and guidance, this thesis would never have been completed Secondly, I am very grateful to the school board of Vung Tau Tourism Vocational College who have given me encouragement, support of time, and permission to complete the MA course and implement this thesis there In particular, I would like to express my deepest gratitude to Amado, a very sincere friend of mine, who always accompanied and willingly helped me throughout the process of writing this thesis My sincere thanks also go to my friends and colleagues for all their help and motivation Finally, I would like to thank the research participants who have contributed to this study Last but not least, I warmly thank my family for their countless support, greatest sympathy, and unconditional love who have provided me strong spiritual and material support viii ABSTRACT CLIL is one of the most innovative new approaches in the era of educational programs worldwide CLIL has inherent advantages, and it genuinely benefits learners in various ways Through a thorough literature review, the previous research mainly focuses on researching CLIL at primary, secondary, and some research on a university level However, these researches ignored the students’ and teachers’ views on whether implementing CLIL in these institutions is effective Primarily, no previous research has been conducted on using CLIL in a vocational school setting in Vietnam For all the reasons above, it is necessary to achieve this research to fill in the research gap mentioned A mix-research method is applied to evaluate and examine this topic Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: cooking teachers and 34 second-year students in the cooking class at the Vung Tau Tourism College According to the findings, teachers and students tended to exhibit favorable attitudes toward CLIL implementation in the culinary class These findings indicate that teaching content in a foreign language substantially affects the attitudes of both students and teachers These attitudes included cognitive, affective, and behavioral components However, because language serves as the primary medium of learning in CLIL, the limited English language proficiency of both teachers and students has caused certain difficulties in CLIL implementation In addition, the results pointed out some differences between teachers’ and students’ attitudes toward CLIL in terms of self-study motivation, cultural learning awareness, and challenges in CLIL class Keywords: attitudes, CLIL, culinary, tourism,vocational college ix TABLE OF CONTENTS CHAPTER 1: INTRODUCTION 1.1 Background to the study 1.2 Statement of problems 1.3 Aims and objectives of the study .4 1.4 Research questions 1.5 Scope of the study 1.6 Significance of the study 1.7 Definition of the key term 1.8 Organization of the study CHAPTER 2: LITERATURE REVIEW 2.1 Content and Language Integrated Learning (CLIL) 2.1.1 Definition of CLIL 2.1.2 The CLIL’s 4Cs Pedagogic Framework 2.1.3 The main features of CLIL 11 2.1.4 Advantages and disadvantages of CLIL 14 2.1.5 Factors that influence a successful CLIL classroom 16 2.2 Language Attitudes and its components 21 2.2.1 Affective attitudes 21 2.2.2 Cognitive attitudes 22 2.2.3 Behavioral attitudes .22 2.3 Previous research 23 2.4 Conceptual framework 28 CHAPTER 3: RESEARCH METHODOLOGY 30 3.1 Research design 30 3.2 Research site 30 3.3 Sample and sampling procedures 34 3.4 Research instruments 36 3.4.1 Questionnaire 36 3.4.2 Semi-structured interview 38 3.5 Data collection procedures .40 3.5.1 Pilot test 40 3.5.2 Data collection procedures 40 3.6 Data analysis procedures 40 3.7 Reliability and Validity 41 x CHAPTER 4: RESEARCH RESULTS AND DISCUSSION 43 4.1 Results 43 4.1.1 Students’ attitudes toward gamified English learning activities 43 4.1.2 Teachers’ attitudes toward CLIL 52 4.2 Discussion 57 4.2.1 Students’ attitudes toward CLIL 57 4.2.2 Teachers’ attitudes toward CLIL 61 4.2.3 Significant differences in the teachers’ and students’ attitudes towards the use of CLIL in the cooking program at the VTVC 63 CHAPTER 5: CONCLUSION AND RECOMMENDATION 66 5.1 Summary of the main findings 66 5.2 Pedagogical implications 68 5.3 Limitations .71 5.4 Recommendations for the further research 72 REFERENCES 73 APPENDICES 82 ... I- Thesis title: TEACHERS'' AND STUDENTS'' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM. .. MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY -THESIS TEACHERS'' AND STUDENTS'' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND. .. To find out the teachers'' attitudes toward using CLIL in teaching the cooking program at the VTVC To examine the students'' attitudes toward using CLIL in learning the cooking program at the VTVC