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@PHDTHESIS{Hlden:972949,
author = {Hülden, Frank},
othercontributors = {Intemann, Frauke and Schroeder, Michael},
title = {{C}hemie bilingual eine quasiexperimentelle
{V}ergleichsstudie zur sachfachlichen, (fremd-)sprachlichen
und motivationalen {W}irksamkeit eines bilingualen {M}oduls
im {F}ach {C}hemie},
school = {Rheinisch-Westfälische Technische Hochschule Aachen},
type = {Dissertation},
address = {Aachen},
publisher = {RWTH Aachen University},
reportid = {RWTH-2023-10489},
pages = {1 Online-Ressource : Illustrationen},
year = {2023},
note = {Veröffentlicht auf dem Publikationsserver der RWTH Aachen
University; Dissertation, Rheinisch-Westfälische Technische
Hochschule Aachen, 2023},
abstract = {The present work focuses on the academic, (foreign)
language, and motivational effectiveness of a bilingual
module in the field of Chemistry. The study is designed as a
quasi-experimental comparative study using a pre-, post-,
and follow-up test design. It compares the performance of
CLIL (Content and Language Integrated Learning) and non-CLIL
students before, after, and six weeks following the module.
A total of six eighth-grade classes from a North
Rhine-Westphalian Gymnasium participated in the main study
(N=149). Three classes were taught bilingually (experimental
group), and three classes were taught in German (control
group). The sample sizes were roughly equal, with N=74 in
the experimental group and N=75 in the control group. Two
eighth-grade classes from the same school participated in
the pilot study (N=52). In total, 201 students were involved
in the study. The students had no prior experience in
bilingual education and were not selected based on their
suitability for bilingual education. Seven hypotheses were
formulated for the three objectives of the study, and they
were subsequently tested using inferential statistical
methods. Data was collected using ten tests and
questionnaires. Initially, the question of whether bilingual
Chemistry education is too difficult, leading to
subject-specific deficits, was examined (Hypothesis 1).
Based on the results of the Chemistry tests, no
statistically significant performance differences were found
between CLIL and non-CLIL students. Bilingually taught
students achieved comparable results to regular students,
both immediately following the module and six weeks later.
Although the subject-specific performance of CLIL students,
on average, matched that of regular students, significant
differences were observed for individual students. The study
revealed statistically significant influences of general
chemistry proficiency on performance in the module. While
low-performing students showed greater deficits in bilingual
education compared to regular education, this was not the
case for high-performing students. On the contrary, the
study showed that students who excelled in chemistry
achieved even better results in bilingual education than in
regular education. Additionally, the students' English
self-concept had a statistically significant influence on
performance in the module. In the course of the study, not
only was subject-specific knowledge acquisition (Cognitive
Domain I) evaluated but also performance related to higher
cognitive operations (Cognitive Domains II and III). It was
also investigated whether students participating in
bilingual education performed better in cognitively
demanding tasks compared to regular students and whether
advantages in memorization occurred because content was
processed more deeply (Hypothesis 2). However, statistically
significant differences in the results of tasks in Cognitive
Domains II and III of the Chemistry test were not found. The
values for forgetting, measured as the difference between
the results of the post-test and follow-up test, were nearly
identical in both groups. Therefore, neither the superiority
of CLIL students in cognitively demanding tasks nor better
memorization performance could be demonstrated.The role of
foreign language competence in subject-specific learning was
also examined. It was assumed that subject-specific learning
does not work below a certain foreign language competence
threshold and that better results are expected in regular
education. Moreover, it was assumed that there is an upper
limit of foreign language competence, above which bilingual
education leads to better results (Hypothesis 3). However,
no statistically significant influences on subject-specific
performance were found for English competencies in this
study. Additionally, the question of whether, in the context
of dual subject-specific literacy, the German
subject-specific vocabulary is as well mastered by CLIL
students as by regular students, or whether deficits are
expected in CLIL students because the instruction is
primarily conducted in a foreign language, was explored
(Hypothesis 4). The data analysis yielded no statistically
significant differences in either receptive or productive
subject-specific vocabulary. Rather, the average gain for
CLIL students was only slightly smaller than that of regular
students. In the past, bilingual Chemistry education has
been criticized for not contributing enough to the
development of general language competencies in the foreign
language, as instruction primarily involves abstract
scientific communication. Therefore, this study also
investigated the extent to which general language content is
part of the acquired foreign language vocabulary (Hypothesis
5). The results showed that an average of 45 new English
vocabulary words were learned, two-thirds of which were
specialized vocabulary (30 words), and one-third was general
vocabulary (15 words). The ratio of specialized vocabulary
to general vocabulary was 2:1. Although specialized
vocabulary dominated, the increase in English vocabulary was
considerable and, overall, greater than in language classes.
With the introduction of bilingual education, the hope was
to motivate students who are less interested in natural
sciences and more interested in languages to engage in the
natural sciences. Finally, the motivation of CLIL and
regular students was compared. This also addressed whether
language learners interested in natural sciences are
demotivated by the use of a foreign language (Hypotheses 6
and 7). The analysis of the subscales for intrinsic
motivation, as per Deci and Ryan (2000), showed that the
mean values for interest in the module and perceived
usefulness were statistically significantly higher among
CLIL students compared to those taught in German. CLIL
students rated the CLIL instruction as more interesting and
useful. Statistically significant differences were also
found in terms of pressure and perceived competence between
the CLIL and non-CLIL groups. CLIL students felt greater
pressure and considered themselves less competent compared
to non-CLIL students. However, the results were the same in
all interest groups, and no statistically significant
differences were found. Nevertheless, when examining not the
general language interest but the specific interest in
English, it was found that this was significantly correlated
not only with interest in CLIL instruction but also with
perceived pressure. Students with a strong interest in
English showed greater interest in CLIL instruction and less
pressure. On the other hand, it was observed that the
Chemistry self-concept negatively correlated with pressure,
and students with a strong Chemistry self-concept felt
significantly more pressure in CLIL instruction when they
believed they were less talented in foreign languages. This
may be an indication of contrasting effects according to
Marsh's Internal/External Frame of Reference model (1986).
Accordingly, students who consider themselves good in
natural sciences assume that they are less skilled in
foreign languages. In instruction primarily conducted in a
foreign language, they consequently feel more pressure.},
cin = {793720},
ddc = {370},
cid = {$I:(DE-82)793720_20140620$},
typ = {PUB:(DE-HGF)11},
doi = {10.18154/RWTH-2023-10489},
url = {https://publications.rwth-aachen.de/record/972949},
}
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