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Starting with a presentation of the project, a research project that we carried out at

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the university, and then continuing giving you some ending out, some material, some teaching

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material that we prepared and we used during this research project with our students, some

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sample of chat sessions and so on.

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So we prepared all those photocopies to give you, just to give you an idea and a feeling

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of what happened during this research project.

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I will be helped in doing this by two colleagues of mine, Francesca Carducci and Giovanna Carloni,

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who gave their presentation yesterday, and they are members of the same research team.

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So as I said, this CLIL project received a contribution of, it was a national project

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funded by the Ministry of Education in Italy and by our university.

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Our project combined two important areas of language instruction, the CLIL approach and

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computer-mediated instruction.

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The content analysed is obviously that of university instruction, and in particular,

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this project studied the systematic application of CLIL methodology to a whole degree course

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in computer science, three years of computer science.

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This degree course, the services of this degree course are provided both via classroom instruction

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using the mother tongue of the students, that is in Italian, and online using English as

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vehicular language.

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And obviously the second branch was the one to which was applied CLIL methodology.

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This is the reason why there were four groups of people involved in this project.

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First of all CLIL students in which the CLIL methodology was applied, the one of the English

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online course, then students in the classroom instruction in which CLIL methodology is not

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applied, then the university instructor who have formal responsibility of the online course,

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and then CLIL experts and university teachers of methodology, we ourselves.

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Why was this project funded by the Ministry of Education and why was it considered innovative?

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Well, first of all, because the context analysed is that of the university level, which hasn't

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been examined a lot yet because generally all the experiment takes place at the level

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of secondary school, in Italy at least.

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Then this project was applied to a complete degree course, which is the only one in Italy

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totally online and totally in English.

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Furthermore, this degree course was awarded a particular quality certification called

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ISO 9001, which includes the systematic monitoring of student satisfaction.

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And this gave us lots of data to work on these students.

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And then the third element of innovation is the fact that this project is limited to

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written production because we analyse, as I said, the online section of the course,

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so mainly written texts, while generally CLIL is analysed from the point of view of the

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development of oral skills.

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And then, as I said, it is innovative because it combined the application of CLIL to computer-mediated

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learning.

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So what were our research project aims?

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The project had two dual aims.

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First of all, on one end, the promotion of more effective linguistic acquisition and

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a greater self-awareness of CLIL in students and university instructors.

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And on the other hand, the examination of this case study, which is particularly stimulating,

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as I said, because it combines the use of scientific English in distance learning within

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the application of CLIL methodology.

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Of course, to do this, we have to isolate and evaluate some variables and some constant

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factors because we wanted to measure the improvement of the control group constituted by students

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taught via their mother tongue in the classroom course with the CLIL group.

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So we tried to isolate some variables, like the first group was classroom attendance group

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versus distance learning group, then the first group was taught using their mother tongue,

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the second one using a foreign language.

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The first one was constituted by full-time students, mainly, while the second one by

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part-time students because the online course was attended mainly by students who were working

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during the day.

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But of course, we had to keep also some constant factors.

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In fact, all the requirements were exactly the same.

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They had to study the same material, one group in English and another in Italian, and they

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have the same evaluation requirement.

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Both groups have the same evaluation requirement.

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Right.

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Let me show you some teaching action now.

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What were the main teaching actions that we carried out with our students?

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First of all, we wanted to introduce CLIL themes to both CLIL students and CLIL instructors,

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and you will see in a minute what we organised to do this.

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Then we prepared an online scientific English course tailored on their aims, so a course

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in English as micro-language used in the specific field of computer science.

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And then the third teaching action was focused on the revision of the existing materials

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already prepared by computer science teachers, but adapted and revised from a linguistic

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point of view and from the point of view of CLIL needs.

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And then we also offered, organised, an online linguistic consultancy service, that is some

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mother tongue tutor at students' disposal to answer their questions about the language

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and so on.

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So I will give you some example of each of these different teaching actions.

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As I said, first of all, we tried to introduce CLIL themes to both students and instructors,

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and in fact we prepared a learning object on CLIL methodology, and this learning object

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was constituted by about 30 slides with some comments, audio comments, and some written

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comments that students could read and listen to autonomously.

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And then we also organised a seminar, again, well, let me give you an example of the learning

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object first.

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Look, this is an example of one slide.

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You will have a copy of this slide and of the following one with the comment, because

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the comment is now very, well, it's quite short.

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As you see, we tried to explain to students the reasons why we provided the language support

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in the three phases of pre-reading, while reading, and after reading.

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So we tried to explain to both students and instructors the importance of adapting material,

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and if you look at the following, the other side of the page, you will see the other slide

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with the related comment about comprehensible input.

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So we taught our students that the input must be comprehensible for them in order to be

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transformed into intake, and to use negotiation, that is, asking for explanations and so on,

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in order to make input more comprehensible to them.

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So we tried to make them aware of clear methodology in a word.

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Then, as I said, the second action was constituted by a seminar.

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I wrote some material, an article, about the differences between English for specific

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purposes, and in particular, English for scientific purposes, the micro-language, and standard English.

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And they had to read this article that I wrote for them, and then they had to take part in

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a chat session.

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It was a written chat, synchronous, obviously online, where we tried to comment, we tried

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to discuss about the theme introduced in the seminar.

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You have an example of the seminar.

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The second one is this one.

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This is an example, for instance, of slide number one, and slide number two of this.

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The first one takes into account the differences between language for specific purposes and

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standard English, and then in particular, we analysed the different content words in

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standard English, and in page number three, you can see the comment to the slides.

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And of course, if you turn to page four, you can have an extract of the transcription

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of our written chat.

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This is the written chat held on, as you can see, the 15th of January, 2008.

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So if you are curious to see how it works, go through it and have a look of the section.

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But obviously, we don't have time to analyse it into details, to get into too many details,

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so let me give you an example of the second teaching action that we prepared for our students.

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That is the online scientific English course.

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This course, that as I said, was prepared for them.

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Sorry.

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The online scientific course was constituted by 20 units, one per week in the semester.

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It was an ancillary course.

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Students may attend it or not.

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It was ancillary, not compulsory, to the main degree course in computer science.

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It was a help for them.

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And this course was divided into 20 units, as I said, and you will have an example of

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it.

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Yes, thank you.

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You will see that at the beginning, there is a sort of introduction, there is a scheme,

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and then in each unit, you will have an extract of this course referring to unit 11, which

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is called TechniJargon.

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This unit 11 focuses on the use of technological terminology, abbreviation, and commonly used

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slang in text messaging.

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And if you go through this material, you will see that there are some common phases.

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We always start, all the units are organized in the same way, obviously.

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We always start with an introduction, with a description of the unit, and then there

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is a warm-up phase, a language note phase, the application, and then my contribution.

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You will see that in the warm-up and in the application, we inserted some listening material,

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and the listening are shorter in the warm-up, while they are longer in the application phase.

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While language notes, we will see them, it is constituted mainly by schemes and so on.

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These two representative units that I put on the screen are just to give you an idea

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that we try to insert some more sector-specific units, like this one that we handed out, with

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other units which are more cultural-specific.

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In the one that you are looking through, you will find some warm-up exercises referring

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to a listening comprehension exercise, and some different formats.

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In fact, listening material was of mainly two different types, kinds.

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I can give you some samples of it if we have time.

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You can actually listen to some different materials, which is part of this course.

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Generally speaking, we can say that we produced some MP3 recordings, which were live recordings,

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like the one referred to unit number five.

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Obviously, there, the sound quality was lower, but the authenticity much higher.

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They were rich in accent and rich in cultural details, and we adopted a sort of journalistic approach.

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They were directly recorded on the site.

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Some colleagues of ours actually went for holiday abroad, and they actually recorded them.

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The second kind of material, listening material, was scripted, and then sound mixed.

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Obviously, the sound quality was better, was good, but obviously, the script had to mimic

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the authentic situations.

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We used multi-track sound and noise mixing software.

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Then, you will notice also some reading material in that extract.

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In fact, we used shorter text for warm-up reading, and longer and more detailed text

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for the application phase.

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Both were supported by vocabulary resources, English-to-English resources, and rich with

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self-evaluation exercises with keys.

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Generally, 10 minutes for the warm-up and 15, 20 minutes to complete a reading exercise

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in the application phase.

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The vocabulary resource, as I said, we had to predict a known language, and we tried

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to create a universally acceptable definition.

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We also used images.

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You may find some smileys there, some drawings and descriptions.

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And the self-evaluation questions were, again, of different kinds, of different types.

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We provided answer keys, and sometimes we also provide explanation when opportune.

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Reading through this material, you will see these language notes.

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They are mainly outline, English grammar schemes provided to our students.

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The important thing is that grammar was integrated into units, and all grammar in the different

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unit was based on the grammar found in readings, and not vice versa.

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We started from authentic readings, and then we analyzed grammar items taken from those

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readings.

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We started from basic structures, probably a revision for our students that were of a

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level A2, B1, let's say, and then we went into more complex grammar outlines.

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And obviously, at the beginning, the grammar outlines were very numerous, and then little

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by little, the number decreased as the grammar became more complex.

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We also provided some vocabulary help, vocabulary builder, we call it, in trying to introduce

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both general lexics and more specific words, taking into consideration that most of our

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students, 90 percent, were male in their mid-30s.

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So also, the introduction of different items took into consideration this fact, our audience.

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And then the last, the very last page of that piece of material, the title is My Contribution,

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and in this last phase, we tried to organize some written exercises, writing exercises

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to be sent for individual correction.

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They were pieces of creative writing to be sent to the tutor for correction.

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Obviously, we tried to insert usable exercises, which could be used, again, in real life,

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in work, and so on.

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Okay, let's go to the application of CLIL methodology to content material, which is

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probably the focus of this Congress.

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As I said, this was the third teaching unit of our research project.

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We adapted the already existing material to CLIL methodology.

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I will give you an example in a minute, but first of all, let me give you some ideas.

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We tried to provide support on pivotal language items, which were the one that you can see

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on the screen.

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That is, we concentrated mainly, after having studied the micro-language of scientific English

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used in computer science, we concentrated on textual cohesion, reference, substitution,

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ellipses, connectives, lexical, sorry, I said textual cohesion, then lexical cohesion, so

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the processes of nominalization, compounding, word order, and then some grammar items, as

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you see, as you saw in the extract that I gave you, and vocabulary.

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And also, we tried to suggest to our students a strategy to approach CLIL computer science

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lessons, lessons adapted in this way, through a sort of tutorial, divided in the three typical

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phases of pre-reading, while reading, after reading.

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Reading to activate prior knowledge, while reading to process the content of the computer

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science material, and reading that they had to study, and then, after reading, to focus

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on some aspects of English language, which were taken directly from the material.

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So, let me give you an idea of this adaptation applied to the first computer architecture course.

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In fact, what we did was, well, you have got it under your eyes, probably.

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What we did was, using some graphical support, as you can see, may I have a copy of it?

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Yeah, thank you.

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As you can see from here, this is the first unit of this course, called Computer Architecture.

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This was the only one completely adapted to CLIL.

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As you can see, probably you have time at home to look at it in detail, but we used

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grey boxes to provide the guidelines, linguistic explanations, and exercises, and we used highlights

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to point out the pivotal language items that we have just mentioned before.

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So, all the highlighted words are referring to those items that I mentioned in this scheme,

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and in fact, the colors are the same.

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If we have time at the end, I will show you the original with color.

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Okay, then I want to give you also an extract, just to give you an idea of the fourth teaching

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action, that is the linguistic consultancy services.

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We organized this service led by CLIL expert and mother tongue tutor, and you have an extract

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now of chat number eight, where Catherine Farwell was the tutor, and an extract of chat

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lesson number 14.

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You may find some mistakes there, because this is the original transcription of the

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chat, like you can have it from the platform, the online platform, and you can see how the

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students talk, well, actually, write to their tutors.

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Okay, sorry, we have to go quickly, to move forward quickly, but you will have time to

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have a look at it, and maybe ask questions about it, because I would like to come back

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to the research guidelines, and show you our method of analysis, and mainly our results.

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There are four main research guidelines.

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This research project wanted to measure, wanted to evaluate student improvement in content

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knowledge.

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We wanted to know if students learned computer science or not, or if, how much, and better

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or not so good, in comparison with the control group, and then we wanted to evaluate students'

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improvement in their use of the language, in this case, English, and then we also studied

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a characteristic of informal written language used in chat, but Giovanna dealt with this

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topic, this specific research guideline yesterday in her presentation, so I won't enter into

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detail here, and then we also took into account some other psycho-pedagogical factors, such

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as students' motivation, students' perception of their competence level in the language,

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feelings of self-worth, degree of professional satisfaction, so we wanted to measure their

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perception of value added by application of clear methodology, and here are the results.

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Let's take into consideration, first of all, the first two research guidelines, from a

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very objective and quantitative point of view first, and then we will pass to the qualitative

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analysis, so the quantitative analysis of the first two research guidelines, that is,

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content and English.

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We collected data through two main instruments, the learning curve questionnaire and more

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traditional exams and tests, right?

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The learning curve questionnaires consist of a set of questions about different topics,

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actually all the topics of the degree programme in computer science, and it collects contribution

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by all the instructors, so, and it was administered periodically.

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This learning questionnaire has two main indicators, one is called learning value and the other

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one is called learning rate.

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The first one is the score obtained in each single administration, while the learning

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rate is the slope of the learning curve between two subsequent administrations, so the improvement,

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let's say, okay?

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Then we used some, as I said, exams and tests.

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We used an English exam, which was administered twice, in two different, before the experiment

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and after the experiment, and then we used a, well, I called it English test, English

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entrance and exit test, because it wasn't exactly the same, but the questions were not

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the same, but obviously they had the same difficulty, so we provide a sort of sets of

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different questions, and so the difficulty was exactly the same, and we compared students'

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performance in these two phases.

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Then they had to sit an English exam, level B1 of the Common European Framework of Reference,

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and then they had to pass a computer architecture exam, that is, a written and oral test on

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content, referring to computer architecture, because it was the one adapted to CLIL, you

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remember?

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I have to be quick, because it's 15 minutes, so let me give you quickly the result for

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your curiosity.

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Well, comparing, as you can see, the learning curve, we have the online students learn more

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than the face-to-face students, and also the question in English, students of the CLIL

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group gave a higher number of correct answer, and the increase between the first and second

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administration was of the 73%, and again, this is the computer architecture exam.

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You can see that there was an improvement in the average of marks comparing the two

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different academic year, so an improvement is detected in online computer architecture

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group.

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So concluding for the first part, we can say that content learning and student performance

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were not compromised by the use of vehicular foreign language, and also English skills

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significantly increased, thanks to the adoption of CLIL methodology.

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Obviously they perceived a major difficulty in the course.

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Let go to the qualitative analysis.

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I can't get into details here, but obviously we analysed all the different kinds of mistakes

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made by students and teachers.

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We tried to explain the different possible causes, applying peak order taxonomy.

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This is a scheme of analysis, but for the sake of brevity, I must signal you just this

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volume which summarises all the study and all the method used to look at it.

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You can have later on the detail of this book.

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But what were our questions?

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First of all, we wanted to know if there was, from a qualitative point of view, if

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there was an improvement.

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So first question, did students improve when comparing the first to the last chart section?

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So was there an improvement on a longitudinal scale?

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And also, the second question was, were error types previously discussed in the material

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that I handed out to you?

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And so, was the linguistic support helpful?

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And again, the linguistic consultancy, does the presence of a linguistic tutor influence

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the correctness of the language or not?

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Again, I prepared some graphs, but I can't, I will go to the answer, directly to the answers

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to the question, but we have data to support what we are saying, I promise.

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This is a list of all the different error types which were collected analysing the transcription

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of the 22 chart sessions.

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And then we made a comparison with the list of the grammar items dealt with in the course

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of computer architecture adapted to CLEAL, and in our online scientific English course.

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So there was a parallel.

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And these are all the charts where the tutor, the mother tongue tutor were present.

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And I prepared some arrow to signal all the different percentage to show you that there

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was a correspondence.

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But the answers to the questions are these, that is, we must say that the degree of incorrectness

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of students, so from, we must say that from a strictly linguistic point of view, qualitative

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point of view, the degree of incorrectness increases slightly in time.

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So we actually notice a sort of fossilisation of our students.

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They didn't improve a lot qualitatively from the point of view of the error made.

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So even if we offer grammar exercises and language notes on the most recurrent error

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types, the English course does not seem to have helped substantially.

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In fact, we can say that probably our students were more concentrated on content.

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And also, the presence of the tutor doesn't seem to have altered the general trend, this

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general trend too much.

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And this is, in a sense, culturally bound.

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Because in Italy, mother tongue tutors are not seen as real teachers, as judges which

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give, who can give you a mark and so on.

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So they are seen as counsellor.

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And at the very beginning, after the initial greetings in the chat section, probably students

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forget that the tutor, the mother tongue tutor were there.

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And their degree of correctness didn't improve a lot.

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At the end, as you will see and you will read from the material I gave you, at the end they

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did ask questions about the language and so on.

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But in general, the degree of correctness wasn't influenced seriously, statistically

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significantly from the present of the, by the present of the tutors.

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As I have already said, we will skip on this and go to the last, perception of value added

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by application of CLIL methodology.

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Again, we use an instrument called satisfaction questionnaire.

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You remember that I told you that this course was awarded a quality certification.

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The satisfaction questionnaire is part of that thing.

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And according to the satisfaction questionnaire, among all the different teaching action, the

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most interesting one was considered the English course.

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You have an example of it in unit 11, TechniJargon.

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The least used was unit one.

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You have the, an example of this unit of computer architecture.

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So they didn't use a lot our note and the adaptation we organized for them of computer

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architecture material.

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And the most difficult was considered a linguistic tutoring.

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Getting into detail some more, we can see that the scientific English course was highly

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appreciated because we used a Likert scale, grading from one to five.

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And as you can see, most of the scores in the tables are about four.

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So it was a success.

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The mother tongue, obviously my contribution was a bit underestimated in comparison with

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the others.

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But probably, do you remember, my contribution was the part where, the phase where students

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were asked to write something originally and send them to the tutor.

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So the lack of time probably influenced this score.

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They didn't have time to write too much and so on.

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And again, mother tongue present in classroom was highly scored and leisure chats, because

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we also organized leisure chats using Skype, were very appreciated by our students.

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When we asked them, how much do you think your English has improved because of the CLEEL

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language support, most of our students in the CLEEL group perceived a fair improvement

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in their English proficiency.

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If you add this column to a lot and very much, we can say that they did perceive the value,

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the value added of CLEEL methodology.

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And again, we also asked, if you didn't attend the CLEEL activity, what were the reasons?

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Again, lack of time.

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You remember, this online group is made up mainly of part-time students.

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While if you attended, why do you think they are important?

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Basically they said, it is important to attend this course because you have a chance to improve

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your English and to get into a deeper knowledge of your English.

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So concluded on the perception of value added by CLEEL, students were aware of the added

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value.

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They perceived the difficulty of the course, but this perception was similar in both samples.

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So it wasn't so high and most of the students in the CLEEL sample perceived a fair improvement

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in their English.

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So this is my last slide, so you can have space for questions if you want.

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I wanted to summarise the three main research guidelines.

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Do you remember, with reference to content, we said that content learning and student

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performance were not compromised by the use of English.

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And then that language-specific skills, so did they learn more English?

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English skills increased thanks to the adoption of CLEEL methodology.

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Do you remember, from a quantitative point of view, we had data to support this.

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But from a strictly linguistic point of view, they didn't improve their competence on a

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longitudinal scale.

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So they received better marks, they had better results, but the mistakes, the errors they

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made were more or less the same qualitatively.

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Then the perception, as I said, students were aware of the added value of CLEEL.

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They perceived this difficulty and most of the students in CLEEL sample perceived this

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improvement.

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So although further tests on a wider population may be required to increase the statistical

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significance of our study and to claim the generality of these results, we could say,

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and we do believe, that from this data and from our case study, we can demonstrate the

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efficiency, the applicability and effectiveness of CLEEL methodology.

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So in a sense, we can say that our data referred to this specific research project do confer

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genesis speech of the beginning of this Congress, that is, CLEEL methodology is helpful and

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quite effective, in a sense.

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This is all, more or less.

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So I thank you for your attention.

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And if you have any questions, I realize that I went like a train, but I was very fast.

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I was said to present the research project, and so more than a workshop was a presentation

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of this case study.

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But if you have questions...