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Algebra and Language Integrated Learning (ALIL)

其他書名	The Case of Prince Mohammed Bin Fahd
出版	Aberdeen University, 2019
URL	http://books.google.com.hk/books?id=UoF_0AEACAAJ&hl=&source=gbs_api

註釋Education is facing many challenges in a time of globalization and technological progress, including the responsibility to prepare generations capable of keeping pace with the requirements of the modern era. Therefore, tools and support are required to enable the students to obtain and develop several competencies, such as using language for communication and participation in academic discourse. There has been very limited research into impact on students' learning in KSA in general and on learning algebra in particular; although, it is widely assumed that CLIL has a positive impact on students' language competences. Therefore, this study focuses mainly on CLIL as a pedagogical approach and its impact on simultaneously learning both content (algebra) and language (English) on students' conceptual understanding and language proficiency. The questions addressed by the present study are as follows; (1) What kinds of difficulties do female Saudi students in Prince Mohammed bin Fahd University (PMU) encounter in learning Introductory Algebra? (2) What kind of impact does a pedagogical approach that integrates language and algebra learning have on students' learning? (3) What are the female Saudi students' perceptions of the new learning approach? A mixed-method design was implemented to collect and analyze data in three phases; pre-intervention, intervention, and post-intervention phase. The study sample comprised one group of an Introductory Algebra class. The study group (SG) was receiving instructions using a CLIL instructional model. The content of documents, such as HW, CW, test and exam papers were analyzed to learn about the kind of challenges that students encounter in learning algebra. Tasks and learning conversations were two of the essential sources of data that aimed to answer the first research question.