This paper reports on a mixed-methods study of the effectiveness of Read On! for eCLIL, an English language extensive reading project that incorporates the use of technology and Content and Language Integrated Learning (CLIL), and has been implemented in upper secondary schools throughout Italy. The primary goals of this independent evaluation were to investigate the impact of the Read On! for eCLIL project on students’ reading abilities in English, their self-perceived English competences, and their attitudes towards reading and learning English. While pre-post measures suggest some increases in students' reading skills, as measured by student Lexile levels, by far the most salient result was their attitudinal changes, with respect to English and reading, that students underwent from the start to the end of their participation in the project.
An independently analysed impact study of Read On! for eCLIL
Jacqueline Aiello
2015-01-01
Abstract
This paper reports on a mixed-methods study of the effectiveness of Read On! for eCLIL, an English language extensive reading project that incorporates the use of technology and Content and Language Integrated Learning (CLIL), and has been implemented in upper secondary schools throughout Italy. The primary goals of this independent evaluation were to investigate the impact of the Read On! for eCLIL project on students’ reading abilities in English, their self-perceived English competences, and their attitudes towards reading and learning English. While pre-post measures suggest some increases in students' reading skills, as measured by student Lexile levels, by far the most salient result was their attitudinal changes, with respect to English and reading, that students underwent from the start to the end of their participation in the project.I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
