Speaker
Description
Recent educational reforms have emphasized the need for interdisciplinary and technology-enhanced approaches that promote deep learning in English language education. Grounded in constructivist perspectives on Content and Language Integrated Learning (CLIL) and deeper learning theory, this study examines the impact of Digital CLIL on students’ higher-order thinking, authentic communication, and interdisciplinary competence in Vietnamese lower secondary schools. A mixed-methods quasi-experimental design was employed involving 285 students and 15 English teachers in Can Tho City, Vietnam. Quantitative data were collected through structured questionnaires and analyzed using SPSS 26, including descriptive statistics, Cronbach’s alpha, Pearson correlation, and independent-samples t-tests. Qualitative data were obtained from classroom observations, semi-structured interviews, and student artifact analysis. The findings indicated strong internal reliability of the instrument (α = .91). Post-intervention results showed that students in the Digital CLIL group reported high levels of critical thinking (M = 4.18, SD = 0.64), problem-solving ability (M = 4.21, SD = 0.59), collaborative learning (M = 4.25, SD = 0.61), and interdisciplinary knowledge transfer (M = 4.16, SD = 0.63). Correlation analysis revealed a strong relationship between Digital CLIL activities and deep learning outcomes (r = .73, p < .001). Furthermore, students in the Digital CLIL group significantly outperformed those in traditional classrooms, t(283) = 4.86, p < .001, while qualitative insights confirmed enhanced learner autonomy and meaningful language production. The study contributes empirical evidence supporting Digital CLIL as a pedagogically effective framework for interdisciplinary EFL instruction in digitally mediated learning environments.
Keywords: Digital CLIL, Deep Learning, Interdisciplinary Learning, EFL Education, Higher-Order Thinking, Secondary Education, Technology-Enhanced Learning, Vietnamese EFL Context
Biography
Authors information
Manh V. Le is currently a PhD student of Dong Thap University, Vietnam. He obtained his master's degrees in Education from Dong Thap University, Viet nam in 2019 respectively. Mr./Ms. has had articles published in both international and domestic journals. His research focuses on innovation in education and education management.
Email: levanmanh.c3mh@dthu.edu.vn
Phone: 0939605293
(Name of co-author) (if any) Nhi N. Huynh
Nhi N. Huynh is currently a secondary school teacher of English. Ms. Nhi is studying for a master's degree in English teaching theory and methodology at Dong Thap University, Vietnam, in 2025.
| Affiliate type | Vietnamese public school |
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