Experiential learning is a learner-facilitating tool that has not been sufficiently explored in Higher education institutions in Oman. There is a growing body of literature that recognises the importance of ‘learning by doing,’ ‘hands-on approach’ or ‘experiential learning.’ Experiential learning grew in popularity with adult learners since the time of Dewey and progressed with several scholars researching on the potential benefits of applying experiential learning methods in vocational and technical training institutions. The notion that knowledge is gained through active involvement in a specific task is a construct that has been researched in the present study. It endeavours to foster learner autonomy through the implementation of instructional tasks based on Kolb’s experiential learning cycle. The main objective was to observe the change in perceptions of learners on their autonomous behaviour before and after the intervention. Through convenience sampling of 60 undergraduate students, enrolled for various pathways on the business programme were selected for this study. The quantitative data was collected by administering a learner autonomy questionnaire and a set of self-designed experiential learning classroom activities. The findings of the study revealed that experiential learning cycle activities implicitly fostered learner autonomy and enabled learning necessary skills for the workplace.
The present study is an experiment on the effectiveness of CLIL methodology for teaching Business English to undergraduate students. The experimental classroom adopted CLIL learning strategy at tertiary level so as to enable the learners to achieve proficiency in both subject knowledge and communication skills simultaneously. The aim is to facilitate the learners’ global carrier opportunities and internationalized higher studies gateways which can be achieved by concentrating on the content specific knowledge and communicative competency. A group of 60 students are taken into consideration and divided into two groups as control group and experimental group. The experimental group students are taught with CLIL methodology and the speaking skill of the learners are assessed after the periodical 5 hours of teaching. The speaking skills of both the groups were assessed based on their language production. It is found that CLIL students showed more interest in learning the subject and had an improved language style, fluency and high deliverance potential along with confidence.
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