An Experimental Study on the Innovative CDIO Method in English Language Teaching

Abstract

This experimental study is an attempt to bring a new perspective and a new teaching method CDIO (Conceiving, Designing, Implementing, and Operating) to the ELT field. The CDIO method was applied in the 11th grade in a private high school in Diyarbakir, Turkey. The students were subjected to a pretest before the treatment process and to a posttest after the process. The treatment procedures and materials were prepared according to the CDIO curriculum and standards. The treatment process lasted for fifteen weeks for the experimental group while the control group continued learning English without being exposed to the CDIO teaching method. Subsequently, the collected data was analyzed with the assistance of IBM SPSS Statistics 23.0 to see whether the CDIO methodology has effective results on the students’ performance or not. After the data was collected and analyzed, the results showed that the students performed better after learning English using CDIO in the rate of 14.45%, where the mean score of the pretest was 71.66 while the mean score of the posttest was 86.23. Moreover, the results exhibit that the participants’ fulfillment developed in grammar, vocabulary and reading comprehension skills. Accordingly, there is a great improvement in the students’ performance of the experimental group. Also, the outcomes show that the CDIO has played a big role in developing the students’ level and has shown a positive effect on learning English. Finally, it is expected from this research to open the door for schools and faculties of teaching English to adopt the CDIO approach and apply it in their programs.

The Implementation of the CDIO Approach in Teacher Training Programs: The Vietnamese Case

“…Through Active Learning (CDIO'S 8th standard), students learn to identify problems and provide solutions under the guidance of their teachers. The students are encouraged to use different ways to resolve their issues (Yusuf & Tilfarlioğlu, 2020). This finding is consistent with that of Muñoz, et al (2020), who explored lessons learnt from a CDIO-based curricular reform of the computer science program at a Chilean university.…”

“…The problem being handled can be done very easily. Should they can solve those issues, they are encouraged to consult their teachers (Yusuf & Tilfarlioğlu, 2020). Through consulting from the teachers, students get more information and knowledge they can apply to arrive at a sober solution.…”

“…The teachers can be subjected to training to acquire the generic skills that favor their subject. Through such an approach, teachers can learn new teaching strategies, be innovative and great researchers (Yusuf & Tilfarlioğlu, 2020). They can also learn to appreciate the advantages that come from using the CDIO approach.…”

“…This has been made possible by subjecting students to ope questions. Those questions allow students to formulate their ideas and opinions, make hard decisions, and enhance intellectual skills once they graduate (Yusuf & Tilfarlioğlu, 2020). With the introduction of new learning techniques, extra time is needed for preparing materials and assessment approaches.…”

“…Last but not least, the CDIO approach is known for helping learners succeed in teaching portfolio administration. According to (Yusuf & Tilfarlioğlu, 2020), the Pportfolio refers to the combination of both students' works and assignments initiated in experimental studies. Every student has their portfolio with four-stage CDIO evaluations and documents, quick sharing of documents, group lecturing, reflections, social interview reports, and every student's work.…”