Improving English Language Skills through Learning Mathematic Contents: From the Expertise Reversal Effect Perspective

Autor/inn/en	Jiang, Dayu; Chen, Ouhao; Han, Yiyi; Kalyuga, Slava
Titel	Improving English Language Skills through Learning Mathematic Contents: From the Expertise Reversal Effect Perspective
Quelle	In: British Journal of Educational Psychology, 93 (2023), S.386-401 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Jiang, Dayu) ORCID (Chen, Ouhao) ORCID (Kalyuga, Slava)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0007-0998
DOI	10.1111/bjep.12596
Schlagwörter	English Language Learners; Language Skills; Mathematics Instruction; Integrated Activities; Instructional Effectiveness; Mathematics Skills; Skill Development; English (Second Language); Expertise; Knowledge Level + Suchen Sie Ihr Suchwort? Language skill; Sprachkompetenz; Mathematics lessons; Mathematikunterricht; Integrierender Unterricht; Unterrichtserfolg; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Kompetenzentwicklung; Qualifikationsentwicklung; English as second language; English; Second Language; Englisch als Zweitsprache; Expert appraisal; Wissensbasis
Abstract	Background: Previous research in the field of content and language integrated learning (CLIL) has not yet comprehensively investigated the interaction between learners' expertise and the instructional effectiveness. Aims: Taking cognitive load theory as the theoretical framework, a study was conducted to investigate the expertise reversal effect on learning English and mathematics simultaneously: whether an integrated approach (i.e. learning both English and mathematics simultaneously) could facilitate the acquisition of mathematic skills and English linguistic skills as a foreign language more effectively and efficiently than a separated learning approach (i.e. learning Mathematics and English separately). Materials: The materials for the integrated learning approach were in English-only, and the materials for the separated learning approach were in English-and-Chinese. Both sets of materials were given as reading content for teaching mathematic skills and English as a foreign language. Methods: The study adopted a 2 (language expertise: low vs. high) × 2 (instruction: integrated vs. separated) between-subject factorial design with instructional approaches and learners' expertise in English as independent variables, the learning performance in Mathematics and English with the cognitive load ratings as the dependent variables. Sixty-five Year-10 students with lower expertise in English and 56 Year-2 college students with higher expertise in English in China were recruited and allocated to two instructional conditions respectively. Results: An expertise reversal effect was confirmed: the English and mathematics integrated learning approach was more effective for higher expertise learners while the English and mathematics separated learning condition was more beneficial for lower expertise learners. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01