Statement 3: “Learners’ English has improved as a consequence of their participation in iSMART program”
Figure 4.6. Statement 3: “Learners’ English has improved as a consequence of their participation in iSMART program”
4.1.2.1.1. Students
Chart 4.6 demonstrated that most of students (82.89%) voted their English level were improved after they had learn this program. There were more than 15% of students did not agree or they had no idea about this expression.
As the same with Pladevall (2015) said that CLIL students felt that they were more proficient in the language. It means that students thought that their English ability had improved significantly in all four skills of listening, speaking, reading, and writing.
That means this CLIL program was a good choice for developing English proficiency.
4.1.2.1.2. Teachers
Chart 4.6 revealed that many teachers agreed that their students’ knowledge were better (37.5% agreed and 25% strongly agreed). However, there was about 37%
of teachers who did not show their experience with this statement.
Most teachers who directly taught the program noticed good results in their students' progress after being familiar with this program for a while. They found that thanks to regular use of English, students' English proficiency was improving more and more than before. Some others did not give an opinion on this issue because they might need more time to observe their students.
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Students Teachers Parents School administators
Strongly disagree Disagree Neutral Agree Strongly agree
4.1.2.1.3. Parents
From this chart, it is clear that although more than 50% of parents observed an increased development in their children's English proficiency. However, 22.37% did not express an opinion, and approximately 20% denied this statement..
Similar to what Pladevall (2015) stated, CLIL parents believed their language skills had improved. Fewer parents disagree than the majority who believe that their children's English language skills have improved. The majority of parents generally concurred that their children's involvement in bilingual education had increased their understanding of the relationship between English and other subjects.
4.1.2.1.4. School administrators
The chart showed that all school administrators agreed that this bilingual program is beneficial to students.
Once again, school administrators gave a positive opinion about the CLIL program when they all commented that students' English scores as well as their English development ability were improved more than before.
4.1.2.2. L2 exposure and use
Statement 4: “More use of English is needed in the iSMART classroom”
Figure 4.7. Statement 4: “More use of English is needed in the iSMART classroom”
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School adminstators Parents Teachers Students
Strongly disagree Disagree Neutral Agree Strongly agree
4.1.2.2.1. Students
Out of a total of 76 students, chart 4.7 illustrated that 39.47% of students voted strongly agree with the statement, 30.26% of them voted agree with the statement, 7.89% of learners voted disagree and 7.91% of them voted strongly disagree with the statement that they should use more English the class.
That shows that most students really enjoy communicating with teachers and other students in English in class. They found that using English regularly was one of the best ways to improve their speaking as well as critical thinking, and other English skills.
4.1.2.2.2. Teachers
It can be pointed out from the data that no one disagreed with statement 4. It means that all teachers wanted their students to speak in English as much as possible.
The data shows that all teachers feel that they did not use English as much as possible during class, so they wanted their students to be exposed to English so that they can help their English get better and better.
4.1.2.2.3. Parents
This calculation indicates that more than 95% of the parents desired their children to speak English more in the class while 3.95% of participants neither agreed nor disagreed.
Most parents commented that they really hoped teachers could encourage students to use English a lot in class instead of mixing Vietnamese in every lesson.
4.1.2.2.4. School administrators
From the chart, it it clear that both participants hope the class utilize english more and more. Administrators said that they recommended that daily exposure to English could help students become more confident and hoped that the program can meet this essential need.
4.1.2.3. Content competence
Statement 5: “Learners’ knowledge of the subject contents has improved due to their participation in iSMART program”
Figure 4.8. Statement 5: “Learners’ knowledge of the subject contents has improved due to their participation in iSMART program”
4.1.2.3.1. Students
It can be pointed out from the data that most of the participants agreed with this statements while a few of them (22.4%) did not agree.
Students commented that when participating in this program, in addition to developing their English skills, their knowledge of other subjects also improved. This means that this program is beneficial to students' learning. benefits of CLIL in terms of content competence
4.1.2.3.2. Teachers
As can be seen from the chart, more than half of teachers believe that their learners knowledge of subject contents have improved.
Teachers see that students absorb knowledge well, so their subject content knowledge also improves significantly. That shows that their application of teaching styles is effective.
4.1.2.3.3. Parents
According to the data, more than 70% of parents noted that this program brought a number of amazing knowledge to for their children. Otherwise, there were a few participants who disagreed with this one
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School adminstators Parents Teachers Students
Strongly agree Agree Neutral Disagree Strongly disagree
Although some parents do not see their children's progress in developing integrated subjects, more than half of parents agree that there are many benefits of CLIL in terms of content competence.
4.1.2.3.4. School administrators
According to the chart, all of them highly agreed with this statement. They said that content competence is emphasized over language competence in CLIL assessment according to all stakeholders..