STEM-ESL Integration through a CSR Module in Malaysian Secondary Education

This study explores the implementation of an integrated module that bridges scientific literacy and language competence, developed through a corporate social responsibility (CSR) initiative at a local boarding school. The module, which combines hands-on experiments and engaging and language-based tasks, was used as the intervention. 80 Form 2 students took part in a sequence of STEM demonstrations (Newton’s law, acid and base, and simple circuits), followed by language-focused activities designed to reinforce STEM vocabulary and promote their creative use through a structured story-plot expansion in short-story writing. A self-rating pictogram-based self-reported checklist comprising 68 words relating to STEM concepts and thematic vocabulary was used to assess students’ vocabulary knowledge before and after the intervention. For triangulation purposes, data were also derived from four language instructors' observation checklists and students' feedback forms. Results revealed considerable vocabulary gains, with students reporting improved recognition and confidence in using STEM vocabulary, enjoyment, and perceived relevance of the activities following the intervention. Instructor observations highlighted active participation, strong engagement, and the feasibility of a wider use of the integrated STEM-ESL lessons with some adjustment. The quantitative and qualitative data triangulation supports the effectiveness of the module in promoting conceptual understanding and language development. This study contributes to interdisciplinary learning research by presenting a CSR-driven pedagogical innovation integrating STEM literacy and ESL writing competence.

STEM-ESL interdisciplinary learning, CLIL, creative writing

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