The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

Abstract

Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students' general English skills the associations between institutional and individual factors and views on CLIL. A total of 105 students from two academic programs (biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in the study. Quantitative data were collected through two different instruments. MANOVA and correlation analyses were carried out to analyze the data. A large effect of CLIL combined with language instruction was observed on language gains. Additionally, the study identified two factors that are significantly associated with student recognition of higher language and disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being a non-first-year student and having CLIL experience in pre-university education. In light of the results obtained, our findings reinforce the case for integrating language instruction that includes general, academic, and subject-specific goals in English-medium programs and courses in higher education.

Navigating the Field of English Higher Education in Kazakhstan: Advocating for Habitus and Capital Engagement of Speakers of Languages other than English

“…Interestingly, EMI research in Kazakhstani downplays professors' linguistic adaptation as "pedagogical habitus engagement" and how their "embodied cognitive and corporeal habitus" increases or devalues their capitals (Fataar & Feldman, 2017, p. 188); they merely point to the factors that influence EMI teaching and the effectiveness of approaches and methods in language education and pedagogy. For example, Goodman et al (2022) found structural, pedagogical, sociolinguistic, and cultural factors that need to be considered when implementing EMI interventions, while Satayev et al (2022) emphasised the crucial role of content and languageintegrated learning (CLIL). Polatova et al ( 2020) investigated the effectiveness of digital tools and mobile applications in improving students' communicative competence in business English courses.…”

Clil Және Clil Емес Топтардағы Болашақ Мұғалімдер Арасында Ағылшын Тілін Меңгеру Деңгейлерін Салыстырмалы Талдау

“…Originally, CLIL was frequently linked to very general language learning aims and glossed as an endeavour to make English more accessible to learners in mainstream education [12]. CLIL has a great potential for the language development that is claimed to be a necessary condition for success and content learning in English medium education [13].…”