skills

Content and Language Integrated Learning (CLIL) has recently been the focus of numerous studies in language education since it aims to overcome the pitfalls of form-focused and meaning-focused instruction by systematically integrating content and language. This meta-analysis aims to synthesize the findings of 22 primary studies that tested the effect of CLIL on language skills and components. Guiding the analysis are three questions: What is the overall combined effect of CLIL on language skills and components? How do moderators condition the effect of CLIL? To what extent the overall combined effect is conditioned by publication bias? The overall effect size was found to be g=0.81, which represents a medium effect size with respect to Plonsky and Oswald’s (2014) scale. The results of moderator analysis show that CLIL has the highest effect on students’ grammar and listening proficiency and in lower levels of education, especially in elementary schools. It also has the highest effect when combined with hotel management as the subject matter. Fail-safe N test of publication bias shows that the significant positive outcome of CLIL cannot be accounted for by publication bias. The findings have clear implications for practitioners, researchers and curriculum developers.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.

INTRODUCTION: The modular curriculum system is a powerful tool for empowerment in the labor market, due to the strengthening of certain specific skills for employed individuals or individuals who intend to work in jobs with special skills. this study was conducted to investigate the effect of single-module educational system on the knowledge and skills of first aid in the IRCS rapid response teams in northwestern provinces, Iran. METHODS: In this descriptive-analytical study, data collection was done through pre and post-test scores as a measure of first aid knowledge in the study group. All aid workers of rapid response teams in the mentioned provinces (63 people) were examined and selected. The knowledge and skills of the participants before and after training were assessed using questions designed by expert trainers. FINDINGS: The findings showed that the total information of the selected aid workers from four northwestern provinces of the country including Ardabil (16 people), West Azerbaijan (17 people), East Azerbaijan (15 people) and Zanjan (15 people) was analyzed after the first aid modular curriculum training. The participants were all male with a mean age of 31.6±5.3 years. The mean theoretical scores of aid workers in all provinces increased significantly after the training (p<0.001). CONCLUSION: According to the results, the comparison of theoretical scores before training among the four provinces indicates a significant difference between the average knowledge of aid workers before training; so that East Azerbaijan and West Azerbaijan provinces have the lowest and highest average theoretical scores, respectively, which is a significant difference. The difference in the average skill scores in the four provinces after training is significant, so that Ardabil and East Azerbaijan provinces have the highest and lowest average skill scores, respectively.