INTEGRATING STEM INTO EFL CURRICULUM THROUGH STEM DAY ACTIVITIES: LEARNERS’ AND TEACHERS’ PERCEPTIONS

Abstract

Primary English Language curriculum is increasingly focusing on developing competencies beyond language skills and knowledge. Studies show that integrating English as a foreign language with STEM has been found beneficial for developing learners’ cognitive academic L2 proficiency and interest in STEM disciplines. The paper aimed to study how STEM Day activities affected learners’ perceptions of integrated English and STEM disciplines, and how the experience of planning and organizing STEM activities shaped teachers’ perceptions of the approach. The study applied a phenomenographic approach, and a purposive sample involving a total of 40 fifth- and seventh-grade primary learners (aged 11 and 13 respectively) and seven teachers was selected from a state school in southern Serbia on the basis of their experiences in STEM Days. The data were collected using two online questionnaires with both closed- and open-ended questions. The data of Learner STEM Survey reported in this chapter aimed to measure interest in integrated English and STEM as a key component of learners’ STEM attitudes. The results indicate that a majority of learners developed a positive interest in English and STEM disciplines, but the STEM Day experience was perceived differently by two sample age groups: younger learners expressed significantly higher interest in all STEM areas and for integrated English and STEM, being statistically significant for the area of technology. Moreover, there were statistically significant differences in perceptions resulting from gender differences, boys expressing higher interest in technology and mathematics. The teachers highlighted STEM benefits for learners and pointed to some organizational challenges. The findings support the integration of STEM into the primary EFL curriculum and indicate an advantage of an early start for developing learners’ positive interest in key aspects of STEM.