Impact of Enhanced Input , Pushed Output , and Inner Speech on the Accuracy of EFL Learners under Varying V Task Complexities xities of Content and Language Integrated I Learning
Keywords:
CLIL, Focus on form, Task complexity, Attention, AccuracyAbstract
The integrated teaching of content and language has emerged as one of the recent educational practices with promising success in learning outcomes such as critical thinking, lexical gains and genres of academic language. Yet this pedagogical approach faced challenges in drawing the attention of learners to target language structures and attaining desired level of target language accuracy. In a move to address this gap, three focus on form pedagogical tools namely, input enhancement, pushed output, and inner speech have been experimented in this study. Also, the study examined how degree of task complexity played out with the use of these pedagogical tools . The study employed quasi-experimental design with quantitative data analysis tools. The results demonstrates that learner inner speech helps to draw the attention of learners to target structures while the remaining two have limited or no impact. The procedures followed in experimentation of the interventions lend practical insights on how to fill this gap in CLIL practice.
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