Integrating Technology-Enhanced Learning in CLIL Methodology

Abstract

The purpose of this study is to investigate to what extent the use of the technological devices that youngsters use daily, can be used as tools in the classroom in order to help them with their Second Language Acquisition (SLA). The analysis is carried out to a class of first of ESO in the Secondary Educational Institute Vicent Castell i Domènech, a bilingual institution in Castellón in which CLIL methodology is applied. To this end, Quizlet, an online educative source was used in the classroom with the student’s phones. In order to measure the tool’s effectiveness, the students and the teacher had to answer a questionnaire with multiple-choice questions related to the performance of the proposed activity and their satisfaction with it. Data were analyzed through quantitative results with linear graphics in order to measure the number of answers to the questionnaire and qualitative results, taking into account the comments that the students made in the last question of the questionnaire. Due to the coronavirus crisis, the study had some limitations, as not all the students came to class, the time to perform to activity was not enough and a second session could not be carried out because of the school suspension as a preventive measurement of the Government. The results show that the implementation of online interactive tools can be effective, however, it should be tested in more adults subjects, due to the complaints of some students who felt excluded because of the immaturity of some of their companions.