An investigation into the effect of content and language intergated learning on EFL learners writing motivation and writing performance at yola a thesis submitted in partial fulfillment of

MINISTRY OF EDUCATION AND TRAINING HO CHI MINH CITY OPEN UNIVERSITY AN INVESTIGATION INTO THE EFFECT OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON EFL LEARNERS’ WRITING MOTIVATION AND WRITING PERFORMANCE AT YOLA A thesis submitted in partial fulfillment of the requirements for the degree of Master of Arts (TESOL) Submitted by HO THI NGOC THUY Bachelor of Arts in English, 2013 Supervisor LUU TRONG TUAN, Doctor of Philosophy Ho Chi Minh City, September 2016 STATEMENT OF AUTHORSHIP I certify that this proposal entitled “AN INVESTIGATION INTO THE EFFECTS OF CONTENT AND LANGUAGE INTEGRATED LEARNING ON EFL LEARNERS’ WRITING MOTIVATION AND WRITING PERFORMANCE AT YOLA” is my own work Except where reference is made in the text of the thesis, this thesis contains material published elsewhere or extracted in whole or in part from a thesis by which I have qualified for or ben awarded another degree of diploma No other person’s work has been used without acknowledgement in the main text of the thesis This thesis has not been submitted for the award of any degree or diploma in any other tertiary institution Ho Chi Minh City, 2016 Ho Thi Ngoc Thuy i TABLE OF CONTENT Statement of authorship i Acknowledgement .ii Abstract iv Table of contents vi List of tables x List of figures xii Abbreviations xiii CHAPTER 1: INTRODUCTION 1.1 Background of the study 1.2 Problem statement 1.3 Research aims and research questions 1.4 Significance of the study 1.5 Organization of the study 1.6 Chapter summary CHAPTER 2: LITERATURE REVIEW 2.1 Content and Language Integrated Learning (CLIL) 2.1.1 Overview of writing teaching approaches 2.1.1.1 The product approach 2.1.1.2 The process approach 2.1.1.3 The genre-based approach 10 2.1.2 CLIL 11 2.1.2.1 Definition of CLIL 11 2.1.2.2 Characteristics of CLIL 13 vi 2.1.2.3 CLIL frameworks 15 2.1.2.4 CLIL dimensions and outcomes 22 2.1.3 Comparing product approach, process approach, genre-based approach, and CLIL 23 2.2 Motivation 26 2.2.1 Definition of motivation 26 2.2.2 Motivation in writing 27 2.3 Writing 28 2.3.1 Definition of writing and writing performance 28 2.3.2 Writing aspects 30 2.4 The relationships between CLIL, writing motivation, and writing performance 31 2.5 Previous studies 34 2.6 Research gaps 36 2.7 Chapter summary 38 CHAPTER 3: METHODOLOGY 39 3.1 Research site 39 3.2 Research design 41 3.3 Data collection 44 3.3.1 Participants 44 3.3.2 Training procedures of EG and CC 46 3.3.3 Data collection instruments 50 3.3.3.1 Learner Motivation Questionnaires (LMQ) 50 3.3.3.2 Writing tests 55 3.3.4 Data collection procedure 57 3.3.5 Data collection analysis 60 3.3.5.1 Descriptive statistics of pretest and posttest, and questionnaire 60 vii 3.3.5.2 T-tests 63 3.4 Pilot study 64 3.5 Reliability and validity of tests and LMQ 66 3.5.1 Validity 66 3.5.2 Reliability 67 3.6 Chapter summary 69 CHAPTER 4: DATA ANALYSIS AND INTERPRETATION 70 4.1 Results in writing tests 70 4.1.1 Distribution of the scores 71 4.1.2 Comparison of mean scores 73 4.1.2.1 The similarities between pretest score of EG and CG 73 4.1.2.2 The differences between posttest score of EG and CG 81 4.1.2.3 The differences between pretest score and posttest score of EG 88 4.1.2.4 The differences between pretest score and posttest score of CG 92 4.1.2.5 The differences between mean score increase of EG and of CG after the experiment 96 4.2 Results from LMQ 98 4.2.1 Learner motivation to write before the treatment 98 4.2.2 Learner motivation to write after the treatment 99 4.2.3 The differences between learner writing motivation before and after the treatment 101 4.3 Chapter summary 102 CHAPTER 5: FINDINGS AND DISCUSSION 103 5.1 Findings 103 5.1.1 The effect of CLIL on learner writing motivation 103 5.1.2 The effect of CLIL on learner writing performance 104 5.2 Discussion 106 viii 5.3 Chapter summary 108 CHAPTER 6: CONCLUSION 109 6.1 Summary of findings 109 6.2 Limitations 110 6.3 Implications 111 6.3.1 Theoretical implications 111 6.3.2 Future research implications 113 6.4 Chapter summary 113 REFERENCES 114 APPENDIXES 139 Appendix 01: Pre-Questionnaire (English version) 139 Appendix 02: Pre-Questionnaire (Vietnamese version) 141 Appendix 03: Post-Questionnaire (English version) 143 Appendix 04: Post-Questionnaire (Vietnamese version) 146 Appendix 05: Writing Rubric 147 Appendix 06: The topics of pretest and posttest 149 Appendix 07: Lesson plan of the traditional approach 150 Appendix 08: Lesson plans of the experimental teaching practice 152 Appendix 09: Pretest, posttest, and questionnaire results of pilot study 159 Appendix 10: Pretest and posttest scores of EG (Class 1) & CG (Class 2) 160 Appendix 11: Scores of Pre- and Post-questionnaire 162 Appendix 12: Learners’ essays for pretest of CG 163 Appendix 13: Learners’ essays for pretest of EG 173 Appendix 14: Learners’ essays for posttest of CG 182 Appendix 15: Learners’ essays for posttest of EG 191 ix ACKNOWLEDGEMENTS I, myself, truly cannot accomplish this thesis without great supporting from many people whom I owe a substantial debt of gratitude First, I would like to express my deepest gratitude for my supervisor, Dr Luu Trong Tuan, for his great guide, enthusiastic support as well as useful feedback in every part of my thesis Dr Luu has demonstrated an extremely high degree of patience, expertise and professionalism in guiding me during time of this thesis journey Second, I extremely appreciate for what my family to support and encourage me to complete my paper There was a period of time that I extremely demotivated and desperate to keep conducting the study, but luckily they have been by my side, and offered me their extreme support The debt of gratitude I owe to them can never truly be reflected in my words here Third, I appreciate my colleagues at YOLA for their great understanding and support to my workload so that I can arrange time to finish my thesis Moreover, I would also like to express my sincere thanks to the students for their voluntary yet enthusiastic contribution, insightful comments, and valuable information It is unfortunate that I cannot acknowledge their willing and kind participation one by one by revealing their names here; However, it must be emphasized that this study ii would not have been possible and successful if I had not received their help, cooperation and input Finally, I would like to thank some friends of mine who are generous to share their reference materials, and my best friend who help me proofread my thesis iii ABSTRACT At YOLA, writing skill is one of important skills to help YOLA learners pursue their academic goal at university However, their writing performance is not as high as they should be with writing score as in the last position after three other skills According to an annual study of quality control at YOLA (2014), the results showed that learners are not motivated to learning writing Thus, this paper entitled “An investigation into the effects of Content and Language Integrated Learning on EFL learners’ writing motivation and writing performance at YOLA” was conducted with aims to evaluate the effectiveness when applying a new educational approach, Content and Language Integrated Learning CLIL, in enhancing YOLA learner motivation to write and their writing performance This study was based on the hypotheses that writing English essays is taught under CLIL, learners’ writing motivation to write would be increased, and writing performance would be enhanced To achieve those aims, there were two research questions that researchers faced with to examine how CLIL influence to learners’ writing motivation and how writing performance is enhanced under CLIL treatment Data were collected from 40 intermediate-level learners of the two classes at YOLA English language school in Ho Chi Minh City for 12 weeks in the form of experimental teaching with pretest and posttest to measure their performance and questionnaires to find out their motivation on the learning process of writing In this experimental study, data were collected at two stages along with two different IELTS courses: (1) Participants wrote an essay at the beginning of the course as pretest writing samples, and completed pre-questionnaire, (2) At the end of the course, they submitted their writing as posttest writing samples as well as finished post-questionnaire Keywords: Writing motivation, writing performance, EFL, CLIL iv LIST OF TABLES Table 2.1: Summary of the Language Triptych (Coyle, 2007a; Coyle et al., 2010; as cited in Leung, 2013) 19 Table 2.2: Typical features of four approaches 26 Table 3.1: Levels and Pass/fail criteria of IELTS program at YOLA 42 Table 3.2: True Experiment and Quasi-Experiment 44 Table 3.3: Quasi-experimental design of this study (Source Creswell, 2012) 45 Table 3.4: The homogeneity and distinctions between chosen classes 47 Table 3.5: Treatment for EG and CG 49 Table 3.6: The 5-point Likert scale of this study 56 Table 3.7: The interventional procedure 60 Table 3.8: Timescale of the intervention and assessments 61 Table 4.1: Pretest score of EG 73 Table 4.2: Pretest score of CG 73 Table 4.3: Posttest score of EG 74 Table 4.4: Posttest score of CG 74 Table 4.5: Descriptive Statistics of pretest results 75 Table 4.6: Independent Samples Test of two groups’ pretest results 77 Table 4.7: Group statistics of writing factors of pretest score 79 Table 4.8: Independent Samples Test of writing factors of pretest score 81 x Ho, T., Nguyen, N., Le, M., & Chiem, G (2011) Difficulties in writing improvement of sophomores at HOU: Recommendations Unpublished paper, Ho Chi Minh Jarvinen, H M (1999) Second Language acquisition through CLIL at primary school level In J Marsh (Ed.), Learning through a foreign language: Models, methods and outcomes London: Center for Information on Language Teaching and Research Jawhar, S (2012) Conceptualizing CLIL in a Saudi context: A corpuslinguistic and conversation analytic perspective (Doctoral 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WRITING MOTIVATION AND WRITING PERFORMANCE