CLIL and its effects in non-CLIL subjects
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2016-11-08
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Jaén: Universidad de Jaén
Resumen
[ES]Este estudio pretende comparar las posibles diferencias en los niveles de ansiedad y preparación entre un
grupo AICLE y uno tradicional de estudiantes. La investigación parte de la observación de la carga
académica de los alumnos AICLE, lo que puede tener cierta influencia negativa para éstos. Ambos grupos
completaron dos de los siguientes tests oficiales: Cuestionario de ansiedad infantil, Cuestionario de
ansiedad infantil de Spence, Cuestionario de hábitos y técnicas de estudio; de los cuales, las diferentes
puntuaciones de cada uno de ellos serán nuestro objeto de estudio. Los resultados, que no reúnen los
requisitos para ser considerados significativos, revelan que los estudiantes AICLE tienen un menor nivel de
ansiedad y preparación que los no-AICLE, y nos muestran una creciente ventaja con el incremento de la
experiencia de los estudiantes. Asimismo, una interesante correlación entre el tiempo de preparación y el
nivel de la ansiedad del estudiante puede apreciarse.
[EN]The present paper compares the possible differences in anxiety and level of preparation between a group of CLIL and a group of traditional students. The observation that CLIL students may have a bigger academic load than non-CLIL students is the starting point of this study. This academic load could influence in a negative form the group of CLIL students. Both groups of students completed two of the following official tests: Cuestionario de ansiedad infantil, Cuestionario de ansiedad infantil de Spence, Cuestioanrio de hábitos y técnicas de estudio; in which the object of analysis was the difference scores of each of the tests. The results, which were not significant, revealed that CLIL learners obtained a lower level of anxiety and of preparation than non-CLIL students and provided evidence of growing advantages within CLIL students’ and broadened their experiences. Furthermore, results revealed some interesting correlations between the time of preparation for a certain subject and the anxiety level of the students.
[EN]The present paper compares the possible differences in anxiety and level of preparation between a group of CLIL and a group of traditional students. The observation that CLIL students may have a bigger academic load than non-CLIL students is the starting point of this study. This academic load could influence in a negative form the group of CLIL students. Both groups of students completed two of the following official tests: Cuestionario de ansiedad infantil, Cuestionario de ansiedad infantil de Spence, Cuestioanrio de hábitos y técnicas de estudio; in which the object of analysis was the difference scores of each of the tests. The results, which were not significant, revealed that CLIL learners obtained a lower level of anxiety and of preparation than non-CLIL students and provided evidence of growing advantages within CLIL students’ and broadened their experiences. Furthermore, results revealed some interesting correlations between the time of preparation for a certain subject and the anxiety level of the students.