Unleashing Student Motivation and Engagement Through Content and Language Integrated Learning and Video Integration in Physics Education – Insights from an Albanian Case Study

Gerda  Sula; Blerta  Bodinaku; Skerdi  Zahaj; Merita  Hoxha; Anila  Sulstarova

doi:10.36941/ajis-2024-0152

Authors

Gerda Sula Department of Pedagogy and Psychology, University of Tirana, Tirana, Albania
Blerta Bodinaku Department of Pedagogy and Psychology, University of Tirana, Tirana, Albania
Skerdi Zahaj Department of Pedagogy and Psychology, University of Tirana, Tirana, Albania
Merita Hoxha Department of English and German Languages, University of Elbasan, Elbasan, Albania
Anila Sulstarova Department of Pedagogy and Psychology, University of Tirana, Tirana, Albania

DOI:

https://doi.org/10.36941/ajis-2024-0152

Keywords:

CLIL (Content and Language Integrated Learning), Online Physics Education, Student Motivation, Video Integration, Albania

Abstract

Content and Language Integrated Learning (CLIL) is an educational approach, merging language learning and subject content to bolster both students' language proficiency and academic understanding. This analysis explores the pivotal role of CLIL in elevating students' language skills, content knowledge, motivation, cognitive abilities, intercultural awareness, and multilingualism in an online setting. Amid the COVID-19 pandemic, a physics teacher in Albania sought ways to motivate her 11th-grade students isolated at home. Collaborating with their English teacher, the students translated, voiced over, or subtitled English physics videos and employed EdPuzzle (https://www.edpuzzle.com ) for interactive questioning. The study employed a phenomenological design, delving into teachers' and students' feelings about this experience two years after. The study explored the impact of CLIL and video use on student motivation, comprehension, and engagement in physics education during online teaching. Findings revealed that CLIL and video integration enhanced motivation, content understanding, and student autonomy. Real-world examples and personalization kindled intrinsic motivation, while language accessibility and multimodal learning enriched comprehension. Findings also highlighted the long-term potential of CLIL and videos to transform physics education, promoting inclusivity, autonomy, and international collaboration.

Received: 23 July 2024 / Accepted: 21 August 2024 / Published: 05 September 2024