Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University

Arévalo, Carmen Maíz; Romero, Elena Domínguez

doi:10.4995/rlyla.2013.955

Cited by 9 publications

(4 citation statements)

References 11 publications

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“…It is logical as the lecturers do not expose much on grammatical accuracy during the teaching and learning, yet emphasize more on the content. The result of the students' responses on grammar is line with Arevalo & Romero (2013) concluded that grammar accuracy did not benefitted in CLIL classroom because it does not explicitly focus on language issues, yet meaning. However, when the students have to give general reflection, whether or not the implementation of CLIL affects their general ability in English communication, it is surprisingly found that both sides have the equal proportion: 50% students stated No while the other 50% stated Yes.…”

Section: Notesupporting

confidence: 67%

Grass Roots’ Voices on the CLIL Implementation in Tertiary Education

Fitriani

2016

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Twenty-first Century era has brought great challenges in Indonesian education system, i.e. the increasing demand for the students to have foreign language skills to succeed in global world competition. Particularly in the higher education, the awareness of learning English leads some lecturers in Accounting Department Faculty of Economics State University of Malang to apply the concept of Content-and-Language Integrated Learning (CLIL) during the classroom instruction (CLIL)-dual-focused education in which the content subject is delivered through foreign language. It is expected that students are benefited from content and language integration so that they can compete in the real global market. This study, then, elaborated the CLIL practice reflections in Accounting Department as seen from the students' viewpoint. The data were collected by means of questionnaire and interview. The respondents were students of accounting department class QQ 2012. The result of this current study, then, is aimed at examining students' general attitude toward CLIL and the effect of English instruction on their language competence. Moreover, the findings in this present study are also intended for evaluating CLIL implementation for further betterment.

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Section: Notesupporting

confidence: 67%

Grass Roots’ Voices on the CLIL Implementation in Tertiary Education

Fitriani

2016

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“…Nigerian English) as appropriate to the context, or a medium of communication as in ELF (Jenkins 2014). Moreover, research which shows that students’ listening skills improved (Maiz-Arévalo & Dominguez-Romero 2013; Aguilar & Muñoz 2014) is not providing evidence of equipping graduates with the linguistic skills they need for their study and future employment, and improved listening skills might be predictable with an increased exposure to English in lectures. One of the weaknesses of the studies reviewed is that any comparison between EMI and EFL provision, in terms of language improvement, has not considered these factors nor carefully controlled for confounding variables in the comparison of the two systems of provision (e.g.…”

Section: Discussionmentioning

confidence: 99%

A systematic review of English medium instruction in higher education

et al. 2017

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After outlining why a systematic review of research in English medium instruction (EMI) in higher education (HE) is urgently required, we briefly situate the rapidly growing EMI phenomenon in the broader field of research in which content and language have been considered and compare HE research outputs with those from other phases of education. An in-depth review of 83 studies in HE documents the growth of EMI in different geographical areas. We describe studies which have investigated university teachers' beliefs and those of students before attempting to synthesise the evidence on whether teaching academic subjects through the medium of English as a second language (L2) is of benefit to developing English proficiency without a detrimental effect on content learning. We conclude that key stakeholders have serious concerns regarding the introduction and implementation of EMI despite sometimes recognising its inevitability. We also conclude that the research evidence to date is insufficient to assert that EMI benefits language learning nor that it is clearly detrimental to content learning. There are also insufficient studies demonstrating, through the classroom discourse, the kind of practice which may lead to beneficial outcomes. This insufficiency, we argue, is partly due to research methodology problems both at the micro and macro level.at https://www.cambridge.org/core/terms. https://doi

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“…The review also noted that while gains in these areas support the purported benefits of and success of content and language integration programs, findings on greater linguistic competence have been mixed. Other authors' findings have been equally varied; some have contended that improvements in grammatical accuracy in the CLIL classroom are lower than those achieved in speaking and listening (Pica, 2010;Maíz-Arévalo & Domínguez-Romero, 2013), while others have found that a CLIL environment offered a better learning ground for linguistic gains than a mainstream language class (Arment & Perez-Vidal, 2015;Lasagabaster & Doiz, 2016). A large scale study of over 1,000 primary and secondary school students in Andalusia by Lorenzo, Casal, and Moore (2010) found CLIL learners outperformed their Non-CLIL peers in overall language proficiency (reading, writing, speaking, and listening) while another longitudinal study of 403 students at a secondary school over a four-year period by Arribas (2016) found no statistically significant advantage in vocabulary gains in students exposed to CLIL via additional hours of instruction compared to their Non-CLIL counterparts.…”

Section: Universidad De La Sabana Department Of Foreign Languages and Culturesmentioning

confidence: 99%

Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

Vega

Moscoso

2019

laclil

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Content and Language Integrated Learning (CLIL) has often been touted as an effective means of enhancing the language proficiency gains among its learners due to its focus on content over form and higher cognitive demand. However, cautions have been raised regarding the varying conditions and contexts that need to be taken into consideration in order to ensure its effectiveness. This study aimed to analyze the outcome of switching from an English for Specific Purposes (ESP) program to a CLIL program in the fourth and fifth semesters of the School of Tourism at the University of Azuay. Study participants were randomly divided into two groups: a CLIL (experimental) and a non-CLIL group (control), where the former received CLIL instruction and the latter received ESP instruction for an average of five hours per week over a period of two consecutive semesters. The findings revealed no significant increases in language proficiency or differences in achievement between the two groups, thus suggesting that the starting language level of learners influenced the results of the CLIL program.

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Students' response to CLIL in tertiary education: the Case of Business administration and economics at Complutense University

Cited by 9 publications

References 11 publications

Grass Roots’ Voices on the CLIL Implementation in Tertiary Education

Grass Roots’ Voices on the CLIL Implementation in Tertiary Education

A systematic review of English medium instruction in higher education

Challenges in the Implementation of CLIL in Higher Education: From ESP to CLIL in the Tourism Classroom

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