EFFICACY OF CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) PEDAGOGICAL TECHNIQUES IN IMPROVING AVIATION STUDENTS’ ENGAGEMENT IN ATTAINING THE SPECIFIED LEARNING OUTCOMES

Parvin Karimi, Ahmad Reza Lotfi, Reza Biria

DOI Number
10.22190/JTESAP1704781K
First page
781
Last page
791

Abstract


Abstract. English has been selected as the language of science and technology motivating non-native researchers and scientists to learn the language to have access to different documents and references written in English. One of the most significant current views regarding English used for specific purposes in the past few decades has been the integration of language learning with subject- matter content. Research shows that, by using CLIL, language and content receive attention at the same time because such integration can significantly improve language performance in the target language without devoting extra time to teaching efforts. Students participate more in a classroom and also report a better understanding of course concepts when steps are taken to actively engage them.

        The locus of this Quasi- Experimental study was to examine the impact of studying a special content while using English language on aviation students’ engagement to enhance learning and compare it with a traditional class. The paper described the differences between these two settings by means of mixed method design, both quantitative and qualitative. The instruments of the study were posttest, questionnaire based on a Likert-scale, and semi-structured interview.

       Results of this study showed higher engagement of aviation students in CLIL class, and positive effect on improving their learning outcome.

Key words: Keywords: CLIL, Engagement, Motivation    


Keywords

CLIL, engagement, motivation

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References


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