CLIL + ICT

A proposal for addressing diversity in secondary education

Abstract

In this paper, research has been carried out to evaluate an experience based on the active methodology called CLIL (Content and Language Integrated Learning) used for English language teaching. In this experience, 3^rd ESO students with different initial levels of linguistic competence have participated. Therefore, five different learning itineraries have been designed on Genially and Google classroom to personalize learning. The four participating groups are divided into two motivated groups (control and experimental) and two unmotivated groups (control and experimental). To evaluate the experience, four skills are considered: oral expression, written expression, visual-spatial and logical-mathematical, which are evaluated throughout the three evaluations into which the school year is divided. Using these data, an inferential statistical study was carried out using the JASP program. As a result, an increase in the average results is observed for all the groups, with equivalent dispersions. Furthermore, a significant change is evidenced in the experimental groups, in all skills in the case of the motivated group, and in oral and written expression in the case of the unmotivated group. In conclusion, the CLIL didactic proposal with ICT tools seems to have a positive influence on English learning.