The impact of STEM integrated CLIL lesson plan on the third grade students' English vocabulary achievement and English learning motivation

The study aimed to measure the impact of the SICLP lesson plan (STEM Integrated CLIL Lesson Plan) designed by content and language integrated learning (CLIL) with STEM (Science, Technology, Engineering, Mathematics) on 3rd-grade students' English science and mathematics-related vocabulary achievement and English learning motivation. Further, it analyzed the impact of SICLP, which was designed with the task-based language teaching (TBLT) model, and its difference from the regular CLIL lesson plan. In the study, a quasi-experimental research model was adopted, and a quantitative research method was applied to 64 3rd-grade students in a private school in Izmir, Turkey. The English Achievement Test (EAT) was developed by the researcher to measure English vocabulary and the Motivation Questionnaire (MOQ) to measure English learning motivation was applied to obtain the data (Schmidt, Boraie & Kassabgy, 1996). The data obtained were analyzed with SPSS and the pre-post test score averages of the experimental groups were used to compare the achievement scores. The findings showed no significant difference was observed between the experiment and control groups' pre-test results while the difference or increase between the pre-post test results was higher for the experiment group data. These data showed that the improvement in the experimental group scores was due to the SICLP application.