Exploring the Integration of Computational Thinking (CT) Within English Language Instruction Across the Domains of Science, Technology, Engineering, and Mathematics (STEM)
List of Authors
Ahmad Hanif Ahmad Baharin, Eliy Nazira Mat Nazir, Halimah Badioze Zaman, Mohd Al Faiz Jumin, Nur Fatihah Fauzi, Nursyamilah Annuar, Sharir Aizat Kamaruddin, Shukor Sanim Mohd Fauzi, Wahiza Wahi
Keyword
Computational Thinking, Engagement Strategy, Learning Outcomes, Meta Cognition, TRIZ
Abstract
The COMEL program constitutes a structured research initiative aimed at exploring the integration of Computational Thinking (CT) within English language instruction across the domains of Science, Technology, Engineering, and Mathematics (STEM). This study is guided by two primary research objectives: (1) to observe the overall effectiveness of the COMEL model, focusing on its pedagogical components and the attributes of its learning modules, and (2) to examine whether the integration of computational thinking with English across STEM subjects has effectively occurred within the instructional context. Central to the design of the COMEL program is the strategic adaptation of selected principles from the TRIZ methodology (Teoriya Resheniya Izobretatelskikh Zadatch), a Russian-originated framework for inventive problem-solving. Four TRIZ principles which are Dynamism (emphasising adaptability in learning), Segmentation (breaking down complex problems into manageable elements), Multi-functionality (designing tasks that serve multiple cognitive and linguistic functions), and the Nested Doll principle (scaffolding concepts through layered learning) have been contextualized to suit educational settings. An interview was conducted among teachers after the implementation of COMEL. The study found that the COMEL model has proven highly effective in enhancing student engagement, language proficiency, STEM understanding, and communication skills. Teacher feedback provides strong qualitative evidence that computational thinking has been successfully integrated with English across STEM tasks, enriching both cognitive and linguistic development. This research concludes that the COMEL’s structured modules, grounded in TRIZ and CT frameworks, cultivate active learner engagement, enhance conceptual understanding, and support the development of critical and creative thinking in primary education.