Teachers and students attitudes towards the use of content and language integrated learning approach in teaching second year students in the cooking program at vung tau tourism vocational college

i MINISTRY OF EDUCATION AND TRAINING BA RIA VUNG TAU UNIVERSITY THESIS TRAN THI KIEU ANH TEACHERS'''' AND STUDENTS'''' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACH[.]

MINISTRY OF EDUCATION AND TRAINING

BA RIA VUNG TAU UNIVERSITY

- THESIS

TRAN THI KIEU ANH

TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU

TOURISM VOCATIONAL COLLEGE

Ba Ria – Vung Tau 2022

MINISTRY OF EDUCATION AND TRAINING

BA RIA VUNG TAU UNIVERSITY

-

TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT

VUNG TAU TOURISM VOCATIONAL COLLEGE Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in

TESOL Course code: 8140111

By

Tran Thi Kieu Anh

Supervised by

Nguyen Hoang Tuan, Ph.D

Ba Ria – Vung Tau 2022

BA RIA VUNG TAU UNIVERSITY

POSTGRADUATE INSTITUTE

Ba Ria Vung Tau, July 2022

MASTER’S THESIS REPORT

Student name: TRAN THI KIEU ANH Sex: Female

Date of birth: Place of birth: 28/02/1979

Major: Student code: 18114200

I- Thesis title:

TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE

II-Objectives and contents:

This study explores teacher and student attitudes toward CLIL in teaching and learning in the cooking program at the VTVC The research objectives are as follows:

To find out the teachers' attitudes toward using CLIL in teaching the cooking program at the VTVC

To examine the students' attitudes toward using CLIL in learning the cooking program at the VTVC

To investigate any significant differences in the teachers’ and students’ attitudes towardusing CLIL in the cooking program at the VTVC

This study was conducted at the Vung Tau Tourism Vocational College The research focuses on the attitudes of teachers and students toward the use of CLIL in teaching the cooking program at the Vung Tau TourismVocational College based in a Vietnamese setting The study subjects included 34 male and female sophomores and five teachers working at the VTVC The students are sophomores and have compulsorily learned English for at least five years in secondary and high school They are supposed to be equal in English proficiency at the beginner level The teacher participants are currently working at VTVC A mix-research method is applied to evaluate and examine this topic Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: cooking teachers and second-year students in the cooking class

III- Starting date: June 8, 2021

IV- Completing date: June 30, 2022

CERTIFICATE OF ORIGINALITY

I certify my authorship of the Master’s Thesis submitted today entitled:

TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT VUNG TAU TOURISM VOCATIONAL COLLEGE

In terms of the statement of requirements for Theses in Master’s programs issued by Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba Ria Vung Tau province, June 2022

TRAN THI KIEU ANH

RETENTION AND USE OF THE THESIS

I hereby state that I, Tran Thi Kieu Anh, being a candidate for the degree of TESOL accept the requirements of the University relating to the retention and use of Master’s Theses deposited in the Library

In terms of these conditions, I agree that the original of my Master’s Thesis deposited in the Library should be accessible for purposes of study and research, in accordance with the normal conditions established by the Librarian for the care, loan, and reproduction for theses

Ba Ria Vung Tau, June 2022

Signature ………

TRAN THI KIEU ANH

Secondly, I am very grateful to the school board of Vung Tau Tourism Vocational College who have given me encouragement, support of time, and permission to complete the MA course and implement this thesis there

In particular, I would like to express my deepest gratitude to Amado, a very sincere friend of mine, who always accompanied and willingly helped me throughout the process of writing this thesis

My sincere thanks also go to my friends and colleagues for all their help and motivation Finally, I would like to thank the research participants who have contributed to this study

Last but not least, I warmly thank my family for their countless support, greatest sympathy, and unconditional love who have provided me strong spiritual and material support

ABSTRACT

CLIL is one of the most innovative new approaches in the era of educational

programs worldwide CLIL has inherent advantages, and it genuinely benefits learners

in various ways Through a thorough literature review, the previous research mainly

focuses on researching CLIL at primary, secondary, and some research on a university

level However, these researches ignored the students’ and teachers’ views on whether

implementing CLIL in these institutions is effective Primarily, no previous research

has been conducted on using CLIL in a vocational school setting in Vietnam For all

the reasons above, it is necessary to achieve this research to fill in the research gap

mentioned A mix-research method is applied to evaluate and examine this topic Two

instruments, questionnaires and semi-structured interviews are used to collect data

from the research subjects: 5 cooking teachers and 34 second-year students in the

cooking class at the Vung Tau Tourism College According to the findings, teachers

and students tended to exhibit favorable attitudes toward CLIL implementation in the

culinary class These findings indicate that teaching content in a foreign language

substantially affects the attitudes of both students and teachers These attitudes

included cognitive, affective, and behavioral components However, because language

serves as the primary medium of learning in CLIL, the limited English language

proficiency of both teachers and students has caused certain difficulties in CLIL

implementation In addition, the results pointed out some differences between teachers’

and students’ attitudes toward CLIL in terms of self-study motivation, cultural learning

awareness, and challenges in CLIL class

Keywords: attitudes, CLIL, culinary, tourism,vocational college

TABLE OF CONTENTS

CHAPTER 1: INTRODUCTION 1

1.1 Background to the study 1

1.2 Statement of problems 3

1.3 Aims and objectives of the study 4

1.4 Research questions 5

1.5 Scope of the study 5

1.6 Significance of the study 5

1.7 Definition of the key term 6

1.8 Organization of the study 6

CHAPTER 2: LITERATURE REVIEW 8

2.1 Content and Language Integrated Learning (CLIL) 8

2.1.1 Definition of CLIL 8

2.1.2 The CLIL’s 4Cs Pedagogic Framework 9

2.1.3 The main features of CLIL 11

2.1.4 Advantages and disadvantages of CLIL 14

2.1.5 Factors that influence a successful CLIL classroom 16

2.2 Language Attitudes and its components 21

2.2.1 Affective attitudes 21

2.2.2 Cognitive attitudes 22

2.2.3 Behavioral attitudes 22

2.3 Previous research 23

2.4 Conceptual framework 28

CHAPTER 3: RESEARCH METHODOLOGY 30

3.1 Research design 30

3.2 Research site 30

3.3 Sample and sampling procedures 34

3.4 Research instruments 36

3.4.1 Questionnaire 36

3.4.2 Semi-structured interview 38

3.5 Data collection procedures 40

3.5.1 Pilot test 40

3.5.2 Data collection procedures 40

3.6 Data analysis procedures 40

3.7 Reliability and Validity 41

CHAPTER 4: RESEARCH RESULTS AND DISCUSSION 43

4.1 Results 43

4.1.1 Students’ attitudes toward gamified English learning activities 43

4.1.2 Teachers’ attitudes toward CLIL 52

4.2 Discussion 57

4.2.1 Students’ attitudes toward CLIL 57

4.2.2 Teachers’ attitudes toward CLIL 61

4.2.3 Significant differences in the teachers’ and students’ attitudes towards the use of CLIL in the cooking program at the VTVC 63

CHAPTER 5: CONCLUSION AND RECOMMENDATION 66

5.1 Summary of the main findings 66

5.2 Pedagogical implications 68

5.3 Limitations 71

5.4 Recommendations for the further research 72

REFERENCES 73

APPENDICES 82

APPENDICES

APPENDIX 1: QUESTIONNAIRE FOR RESPONDENTS

APPENDIX 2: BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS

APPENDIX 4: PHỎNG VẤN HỌC SINH (VIETNAMESE VERSION) APPENDIX 5: INTERVIEW PROTOCOL FOR TEACHERS

APPENDIX 6: PHỎNG VẤN GIÁO VIÊN (VIETNAMESE VERSION) APPENDIX 7: CLIL SAMPLE LESSON PLAN

LIST OF TABLES

Table 2.1 Core features of CLIL 13

Table 3.1 Western Culinary Course’s Curriculum 33

Table 3.2 Sample in research question 1 and research question 2 35

Table 3.3 The demographic information of students 35

Table 3.4 Structure of Questionnaire - Part II 37

Table 3.5 Cronbach’s Alpha Score 42

Table 4.1 Total mean scores of student attitudes towards CLIL 43

Table 4.2 The overall results of students’ attitudes toward CLIL 44

Table 4.3 Descriptive statistics of the cognitive aspect of CLIL 47

Table 4.4 Descriptive statistics of the behavioral aspect of CLIL 50

Table 4.5 Descriptive statistics of affective aspect of CLIL 52

LIST OF FIGURES

Figure 2.1 The Language Triptych (Coyle et al 2010, p.36) 10

Figure 2.2 The 4Cs framework for CLIL (Coyle, 2005, p.7) 11

Figure 2.3 Conceptual framework 29

Figure 3.1 CLIL lesson plan (Lesca, 2012) 33

CHAPTER 1: INTRODUCTION

This chapter provides the introduction to the current research, including Background, statement of the problems, aims and objectives of the study, research questions, research scope and significance and some terms mentioned in the research

1.1 Background to the study

For many educational programs worldwide, a shift in job market demands and social integration of language, learners necessitated an adjustment in the curriculum to accommodate the shift in language use since English has gained widespread acceptance as the world's de facto language, typically Total Physic Response (TPR), Communicative Language Teaching (CLT), Project-based Learning (PBL), Content-based Instruction (CBI), Content and Language Integrated Learning (CLIL), English Medium Instruction (EMI) Among these, CLIL is one of the most innovative new approaches It is an "all-encompassing term" (Mourssi & Kharosi, 2014) that refers to various educational techniques, including CBI, immersion, bilingual education, and multilingual education Generally, a wealth of research demonstrates that students study academic or other subjects while simultaneously learning a foreign language at school According to some scholars, EFL teachers can use CLIL to create a classroom climate that encourages students to interact with social issues, cultural complexities, and language complications According to SLA (Second Language Acquisition) research, CLIL programs are more effective because they create settings for naturalistic language instruction and acquisition, as well as the amount of time and exposure provided to students who wish to use language in the classroom environment (Dalton-Puffer & Smit, 2007) In summary, CLIL has inherent advantages and genuinely benefits learners in various ways

In 1994, David Mash, a multilingual and bilingual educational researcher, was credited with the invention of CLIL (Coyle, et al 2010) This method is similar to but not the same as language immersion or content-based teaching (Marsh, 2002) CLIL, according to Ball (2006), is an umbrella term encompassing learning via any language that is not the learner's native language CLIL is a "dual-focused educational approach" in which a foreign language is utilized for both subject and language learning and teaching to increase content and language mastery to a particular degree

(Marsh & Langé, 2000) This definition demonstrates that CLIL includes teaching the subject via language and emphasizes the significance of the language used in teaching content CLIL instructors should be aware that content drives language acquisition throughout their students' learning processes, and language serves as a vehicle to acquire content

This dual emphasis is thought to improve the linguistic capacity of the student, risk-taking, meta-linguistic awareness, active participation, motivation, problem-solving, capacity to think, levels of concentration, meta-cognitive ability, autonomy, study skills, and foster intercultural understanding and social awareness CLIL is a highly adaptable method that exists in various forms throughout the globe to meet the economic, socio-political, and educational requirements of different settings CLIL establishes a genuine communication environment emphasizing meaning (Marsh & Langé, 2000)

Empirical evidence suggests that CLIL increases language competency (Lasagabaster, 2008) CLIL programs offer more and better quality exposure to the foreign language, as CLIL provides a more natural learning environment than regular EFL sessions Indeed, CLIL mimics the conditions infants are exposed to while learning their native language (Marsh, 2002) An emphasis on content, in this manner, provides a purpose for language use while simultaneously decreasing anxiety, resulting in safer learning and engagement environments The advantages of integrated learning in acquiring the target language are supported by research, which indicates that CLIL students have a much better command of the foreign language than their non-CLIL counterparts (Isidro, 2009, 2010) CLIL students outperform regular EFL students (Lasagabaster, 2008)

Although CLIL has been around for more than 20 years and has been extensively developed in Europe since the late 1990s (Coyle, et al 2010), it is still a novel technique in Vietnam Moreover, the application of CLIL seems to limit to some extent Some may claim that STEM education has received much attention in Vietnam lately However, rather than integrating content and language learning domains, this interdisciplinary and practical method combines four particular disciplines - Science, Technology, Engineering, and Mathematics - into a coherent learning paradigm focused on real-world applications

The working committee of the National Foreign Language (NFL) Project, previously known as Project 2020, recognized the importance of this approach and has worked hard to promote it in both research and teaching practice in schools throughout the nation (Government, 2008 - 2017) However, the application of this method in the hospitality and vocational education field is low Primarily, it lacks a qualified study of CLIL in teaching and learning cooking programs in vocational education Thus, the demands for conducting such research to shed light on this research gap are worth mentioning

1.2 Statement of problems

Nowadays, English has become a prevalent language around the world The number of English users worldwide is now more than 700 million, which is an astonishing number that proves the popularity of the English language and is the primary language of international communication So, it is believed that better English ability will increase the opportunity to offer a good position in any multinational company and the tourism industry, one of the biggest and most profitable industries Therefore, teaching English at the College of Tourism Vung Tau (VTVC) is extremely important The college has tried to find the optimal solutions for foreign language learning, especially English for specific purposes (ESP) After many meetings to discuss this issue, the management board and the foreign language department decided

to experiment with the CLIL program

CLIL class was offered at VTVC in a cooking program recently The school's cooking and language teachers have thoroughly considered applying the CLIL method

in an actual class They chose to be part of a CLIL program through some understanding of its benefits Language teachers believe CLIL's dual emphasis helps provide a unique opportunity to build a complimentary link between language and subject and authenticity of purpose that is frequently lacking in more typical language classes (Pinner, 2013b) Meanwhile, content teachers think CLIL can offer students the opportunity to gain an advantage in an increasingly competitive environment For example, participating in a CLIL program may allow students to stand out in the job market and academic settings In addition, CLIL is sometimes seen as an opportunity for professional development, a new challenge, or a route to developing effective social capital in the university community (Brown & Iyobe, 2014) Moreover, students

at VTVC were encouraged to enroll in CLIL classes Some students who had attended several CLIL classes pointed out that studying content in English gave them access to

a broader academic world than they could typically access in Vietnamese due to the dominance of English in academic publishing They also felt that they would be in a better position to obtain and take advantage of opportunities to study abroad by doing

at least some of their undergraduate studies in English

However, through a period of implementing the CLIL approach Several issues prompted the researcher to come up with the study First, the content teacher is not familiar with the CLIL teaching style They were not involved in any official training for the CLIL method before Therefore, there should be strong coordination between content and language in teaching with this method that the teacher needs to update to achieve the teaching target Second, the limited language ability of the lecturers is also considered a barrier that makes the CLIL program ineffective Next, maybe because the English level of students is not equal in the class, especially those with low English ability, the acquisition in CLIL class is limited

In short, it is obvious that the teaching and learning by the CLIL approach at VTVC is receiving many challenges and needs to be adequately evaluated Therefore, this research is vital for the author to investigate and examine the teachers’ and students' attitudes (affective, cognitive, and behavioral attitudes) when implementing the CLIL teaching method in cooking classes for second-year students The ultimate goal of this research aims to calculate the practical side of implementing CLIL in all content classes in VTVC

1.3 Aims and objectives of the study

This study explores teacher and student attitudes toward CLIL in teaching and learning the cooking program at the VTVC The research objectives are as follows:

 To find out the teachers' attitudes toward using CLIL in teaching the cooking program at VTVC

 To examine the students' attitudes toward using CLIL in learning the cooking program at VTVC

 To investigate any significant differences in the teachers’ and students’ attitudes toward using CLIL in the cooking program at VTVC

1.5 Scope of the study

The research focuses on the attitudes of teachers and students toward the use of CLIL in teaching the cooking program at the Vung Tau Tourism College based in a Vietnamese setting The research does not generalize to all programs and institutions

in the Vietnamese educational system

This study was conducted at the Vung Tau Tourism College at 459 Truong Cong Dinh, Ward 7, Vung Tau City, Ba Ria – Vung Tau The study subjects included 34 male and female sophomores and five teachers working at the VTVC The students are sophomores and have compulsorily learned English for at least five years in secondary and high school In addition, they have trained with 120 sessions in the General English course in their first year Even though they received a similar English education, their English proficiency varied from Elementary to lower-intermediate levels The teacher participants are currently working at VTVC A mix- method research is applied to evaluate and examine this topic Two instruments, questionnaires and semi-structured interviews are used to collect data from the subjects of the research: cooking teachers and second-year students in the cooking class

1.6 Significance of the study

CLIL in teaching is not a new research aspect Many scholars have conducted and reviewed research on how effective the CLIL teaching methods in higher education are This study provides practical significance at the research school, namely improving the teaching quality for the cooking program for vocational tourism students

The ultimate goal of this research is to investigate if it is practical to implement CLIL in teaching content classes in VTVC Also, the study could help to re-adjust the organization of teaching and learning English in the cooking industry and grasp the actual needs of learners and teachers to adjust appropriately to reality For this purpose, the author helps set up reliable materials that the school manager can consider when making related decisions

1.7 Definition of the key term

To give a particular comprehension of the topics addressed, specific terminology must be defined for this study:

Content and Language Integrated Learning (CLIL): CLIL is a method of

teaching learners a topic while learning a second language Students may be taught a scientific course in English; for example, they will learn about science and acquire appropriate vocabulary and language skills CLIL is not a method for simplifying material or re-teaching what pupils already know in a new language Successful CLIL courses must genuinely combine language and content to achieve both the subject matter and the language

Attitude is a collection of actions, beliefs, and feelings toward a particular person,

event, object, or thing Attitudes are frequently the consequence of education or experience and may significantly impact behavior

English for specific purposes (ESP) generally refers to teaching English to

university students or individuals already employed, emphasizing the specific terminology and abilities required For example, some ESP courses include English for tourism, English for waiters, etc

1.8 Organization of the study

There are five parts of this research study:

Chapter 1 serves as an introduction Background information, the purpose of the

study, the aims and objectives, the research questions, the scope of the inquiry, the significance of the study, definitions of key terms, and the thesis structure are all included in the first chapter

Chapter 2 is a research study that discusses CLIL methods for developing English

skills and their effectiveness in helping students to comprehend culinary topics in English This section also includes a summary of previous research done by both

international and Vietnamese scholars Finally, a conceptual framework is presented in the literature review

Chapter 3 describes the study's methodology It includes the study design,

research location, sample and sample techniques, research equipment, data collecting process, and data processing procedures

Chapter 4 presents the study's findings based on data analysis from the

questionnaire and semi-structured interview Data from prior discussion studies are also compared and contrasted with the results of this study

Chapter 5 summarizes the thesis's significant results, the study's implications, the

research's limitations, and suggestions for further investigation

CHAPTER 2: LITERATURE REVIEW

This chapter provides insight into CLIL First, it discusses the CLIL definition, including comparisons to other bilingual education Second, some features and the 4C framework of CLIL are provided This chapter also pays attention to the effectiveness and challenges of CLIL when implementing it through various studies Then, a conceptual framework is established from the knowledge gained

2.1 Content and Language Integrated Learning (CLIL)

2.1.1 Definition of CLIL

A variety of CLIL definitions were offered since the idea even seems to be

"vague" or "fuzzy" to CLIL specialists (Gierlinger, 2012) CLIL is defined by Marsh (2002):

“CLIL can be thought of as a generic ‘umbrella term’ which encompasses

a wide range of initiatives in which the learning of second/foreign languages and other subjects has a joint curricular role in education Usage

of this term allows us to consider the myriad variations of such education without imposing restrictions which might fail to account of school or region-specific implementation characteristics It does not give emphasis either to language teaching or learning, or to content teaching and learning, but sees both as integral parts of the whole.” (Marsh, 2002, p.52) Later on, Marsh et al (2012), in the European Framework for CLIL Teacher Education, defined CLIL in p.11 of the report as “a dual-focused educational approach

in which an additional language is used for the learning and teaching of content and language to promote both content and language mastery to predefined levels” Coyle et

al (2010) further emphasize that the focus is not simply on content or language in the CLIL education and learning process Instead, each one is intertwined even though the emphasis is higher at one moment

Sometimes, CLIL is regarded as a general term for a variety of methods, programs, and approaches whose common denominator is to teach subject content in one or more additional languages, for example, content-based instructions, bilingual language programs, multi-language curriculums, dual language programs, immersive programs, foreign languages as academic languages and so on Garcia (2011) reports

that there are, for each educational situation, at least 33 separate titles with a curriculum role for foreign/second language(s) students and other disciplines There are roughly 40 terms used in this topic area on the website www.content-english.org The effort at pinpointing CLIL is similar to creating a sandcastle using fast sand, says Gierlinger (2012)

This study follows the CLIL’s definition by Marsh et al (2012) and Coyle et al (2010) because of its good fit to the current research aims, objectives, and questions

2.1.2 The CLIL’s 4Cs Pedagogic Framework

It has been suggested by researchers Coyle et al (2010) that the 4Cs should be included in every effective CLIL lecture Structured on four pillars—"content,"

"communication," "cognition," and "culture" (see Figure 2)—is the 4Cs framework

- Content: In other words, it is the "subject matter" (Coyle et al., 2010, p 41) The topic matter is at the center of every educational endeavor Because students need to learn new materials, teachers across disciplines should coordinate their efforts to avoid covering the same ground again

- Communication: It is the process of acquiring and employing a new language (Coyle et al., 2010, p.41) That is, learning a language while also learning to communicate with that language The ability to articulate one's thoughts in written and spoken forms is a prerequisite for success in school Coyle et al (2010) suggest that the process of learning a new language may be broken down into three distinct phases,

 Language THROUGH learning The language develops as a result of students applying their knowledge from multiple components of a subject

Figure 2.1The Language Triptych (Coyle et al 2010, p.36)

- Cognition: The “learning and thinking processes” are what this refers to (Coyle

et al., 2010, p.41) Students will work in groups or pairs to talk with one other, and they will be able to carry out a self-assessment since CLIL “promotes cognitive or thinking abilities which challenge learners” (Lesca, 2012, p.31) In other words, CLIL

“challenges learners.”

- Culture: It can be understood as developing “intercultural awareness and global citizenship” (Coyle et al., 2010, p.41) allows students to communicate more effectively with individuals from diverse nations and cultural backgrounds

A visual representation of the 4Cs is provided in the following figure (Figure 2.2), which should help readers better grasp this concept "Content, language (communication), and cognition are the three main focuses of CLIL, and culture is the result of how these three facets interact with one another" (Marongiu, 2019, p.872) In addition, the subject is taught using methods that require language processing for meaning and understanding Therefore, the lexicon receives much attention, and the grammatical elements play an essential role in the text processing procedure (Marongiu, 2019,p 87) In other words, due to language, instructors can make students

CLIL linguistic progression language learning and language

using

Language

OF learning

Language FOR learning

Language THROUGH learning

acquire the topic and obtain the required resources to discuss it, defend it, and explain

it via communication with the professors

Figure 2.2 The 4Cs framework for CLIL (Coyle, 2005, p.7)

2.1.3 The main features of CLIL

CLIL must have a number of these characteristics to be successfully implemented Because learning the language and content are of equal significance, one of the characteristics is "the balance between language and content" (Cenoz, 2013) In addition, since "the fundamental objective is to teach foreign languages effectively and less attention is given to how the material is learned" (Cenoz, 2013), it is more crucial

to utilize the foreign language than to avoid making errors while speaking it

However, Mehisto et al (2008, p.29-30) state that the CLIL technique comprises of the following six fundamental components:

The first one is called the "multiple focus method," which stipulates that there must be a mix of content lessons and language classes for learning to be efficient As a result, students can acquire new subject knowledge while increasing their language fluency Therefore, the cooperation and assistance of all parties will be necessary to achieve this goal Indeed, learning should be structured "via cross-curricular themes and projects" (Mehisto et al., 2008, p.29), and students should be encouraged to reflect

"on the learning process" (Mehisto et al., 2008, p.29)

Culture contexts

Communicat-ion

Cognition Content

The second one is the "safe and enriching learning environment," which is an atmosphere in which instructors should give practical materials and actual circumstances in their classes so that students can cope with both language and subject knowledge

"connections between learning and students' lives should be formed routinely in CLIL activities as well as connections with other speakers of the CLIL language," (Lesca, 2012, p.4) and the third element known as "authenticity." Therefore, it is highly recommended that current content, whether from the media or other sources, be utilized whenever feasible (Lesca, 2012, p.4) This is of the utmost importance since the authenticity and realism of the learning experience will directly correlate to the degree to which students will benefit from and be motivated by the activity

The fourth one is called "active learning," It requires greater participation from students in the classroom (a more active role), since the students themselves need to be the main characters in the conversation In addition, they are required to collaborate and complete exercises with other students in their class (usually in pairs), as well as with the assistance of the professors In addition, "students assist in determining content, language, and learning skills objectives." (Mehisto et al., 2008, p.29)

The fifth essential component is the scaffolding approach, in which instructors must educate pupils based on the information and abilities the students already possess In addition, individuals need to be encouraged to take on new tasks, get over their concerns, and go outside their comfort zone Since the students have to perform

at a greater level than they currently can, they must uncover any latent abilities they may have, but the information they get must always be valuable and easy to comprehend

The last characteristic is known as "cooperation," and it is required of all teachers, linguistic and non-linguistic alike, to plan their lessons collaboratively This is because

it is highly beneficial for teachers in other fields, such as history or geography, to receive assistance from language teachers As a result, EFL lessons and CLIL classes need to work together in a complementary and coordinated manner "While CLIL is seen as a method of receiving more exposure to English and having more possibilities

of utilizing English for conversation, EFL programs serve to focus on particular language difficulties such as grammar, pronunciation, and other such topics"

(Lasagabaster and Doiz, 2016, p.2) This demonstrates that the learner will have a greater chance of success in the target language if they are proficient in speaking that language (that is if they can communicate and engage in that language) as opposed to having a flawless command of the target language's grammar In return, parents and other local community members are obligated to help learners in their educational endeavors

To better understand the above fundamental characteristics, a summary of them has been provided in Table 2.1

Table 2.1 Core features of CLIL

Multiple focus approach

- For learning to be efficient, there must be a mix of subject matter and language instruction

- It should be coordinated and supported by all relevant parties

- The curriculum is structured "via cross-curricular themes and projects"

- There is an emphasis placed on supporting students' reflective thinking about "the learning process"

Safe and enriching learning

- Individuals need to be encouraged to take on new

2.1.4 Advantages and disadvantages of CLIL

The use of this CLIL strategy in the classroom is associated with many advantages and disadvantages, which are discussed further below

As a result, "a widespread belief that students are more motivated" is cited as a key benefit of CLIL (Lasagabaster & Doiz, 2017, p.3) It has been shown that

"Students who participated in CLIL were more motivated to study English at school and to put in the extra effort than students who did not participate in CLIL." (Lasagabaster & Doiz, since they put the language to use in authentic contexts Instead

of focusing on grammatical rules, students are provided context-specific instruction that gives the material a more personal feel They are inspired to improve upon their current proficiency, which may be a double-edged sword for teachers: it can encourage students to push themselves beyond their comfort zones, or if it is too much, it might make it more likely that students would abandon their efforts to learn a new language altogether

Another significant benefit of CLIL is that it "provides opportunities for children

to use a second language in a natural setting, where they may quickly stop thinking about the language and focus on the task at hand," as Marsh (2000) states In addition,

as Doiz et al (2014), students' cultural awareness, motivation, and cognitive growth are enhanced by CLIL's emphasis on authenticity Moreover, according to Ouazizi (2016), one of the advantages of CLIL is that it "provides a review of material covered in the native language classroom and gives students the chance to go through their work in their native language and make any necessary corrections" (p.128)

Further, Cimermanova (2017) argues that the relevant settings provided by the CLIL approach are an additional advantage Students learn a second language with the CLIL method without realizing it since the language and activities they engage in are natural, and the circumstances they encounter are relevant to their lives They can examine the material at hand and pick up the language in a natural, stress-free manner The student's attention is diverted away from the language and onto the subject matter, which has the calming effect of lessening their stress They must draw on their past understanding and experience

Finally, CLIL gives the school itself significant advantages The schools that adopt CLIL, as reported by Papaja (2009), are viewed in their modernity, and instructors are

"promoters of an international way of life" (p.34) CLIL has a capacity as an innovative method to break down "outdated pedagogical ideas" and to transform Europe's current school system, the author argued Eventual favorable impacts of CLIL require empirical data validation

As a result, CLIL offers several advantages In conclusion, some of the benefits of CLIL include enhancing students' language and communicative ability, focus, independence, motivation, and engagement Furthermore, it is grounded in the reality

of situations and encourages social and intercultural consciousness Using a CLIL method in classrooms has several positive outcomes Educators who use this strategy well will deeply understand their learners' strengths and areas for improvement

2.1.4.2 Disadvantages of CLIL

This method has provided the classroom with many advantages; nevertheless, it also has several limitations, some of which are discussed in the following paragraphs:

According to Cimermanova (2017), there are various disadvantages associated with using CLIL in educational institutions For instance, she explains that in most CLIL classrooms, the foreign language is used for less than fifty percent of the conversation, as an example She also mentions that CLIL sessions are often planned

as subject lessons rather than as part of language training and that most students only speak a foreign language in CLIL and EFL classes In addition, most professors who instruct non-linguistic topics in a foreign language are either not native speakers of the language or do not have a high degree of proficiency in the language being taught

"The Content and Language Integrated Learning (CLIL) approach is one that necessitates the presence of a teacher who is well-versed in both the subject matter and the area of instruction being taught while at the same time being able to communicate effectively in the target language." (Cimermanova 2017, p.5) CLIL is a methodology that needs to be taught in schools, but there is currently a shortage of methodological training for educators, even though it is essential for addressing a lack of linguistic competence in English and other languages

Because the only resources available to instructors in elementary, middle, and high schools are textbooks, an additional disadvantage is that educational centers do not have sufficient supplies Moreover, because most of the available resources are online materials that other educators have updated, there are not enough resources The conclusion may be drawn from this: "This material does not consistently conform to the goals stated in the content language." (Cimermanova, 2017, p.6) In addition to this, "There is a shortage of topic materials and instructional tools, and the intimidating process of having to develop one's resources may easily discourage teachers from pursuing their professions" (Perez-Canado, 2013, p.19)

These are only some issues that may arise in educational settings if a CLIL method

is used However, these drawbacks could, with time and a good teaching strategy in the classroom, have the potential to be eliminated In addition, there are a great deal more positives than there are negatives

2.1.5 Factors that influence a successful CLIL classroom

Since CLIL studies revealed that typical elements like teaching methods, characteristics of learners, pedagogical techniques, age, contextual conditions, and class composition that affect how CLIL isolates itself in different locations and nations

must be considered (Coyle, 2011) Therefore, in many research, participants and learning environments of the CLIL approach are key factors that influence a successful CLIL classroom Specifically, in this thesis, they are teacher, learner, and resource factors (Keith, 2014)

2.1.5.1 Teacher factors

A CLIL instructor may also teach a content class in addition to teaching a foreign language (e.g., a geography teacher) Because the integration of language and content topic knowledge bases makes CLIL methodology difficult, whomever they are will need to create "many forms of expertise" (Marsh et al., 2012) This is because CLIL methodology is complex As a result, they must make appropriate adjustments to their regular practice and adopt an "inter-disciplinary mindset" (Marsh, 2012, p 66) rather than a subject-specific one, as well as the necessary complementary sensitivity of either a language or content teacher This is one of the consequences of the situation

As a result, it will be required for a subject teacher to think and behave similarly to a language teacher and vice versa

Therefore, in CLIL, it is not just a question of changing the teaching medium (Pavon & Rubio, 2018); instead, it is a matter of altering attitudes and approaches Both need educators to take a highly reactive stance as they progress with their CLIL practice (Ellison, 2019) In addition, CLIL teachers should be aware that CLIL classroom methodology should be communicative, incorporating many visuals to embed content so learners can understand Also, it should encourage learners to collaborate as much as possible Finally, the CLIL class should be cognitively challenging and sequenced to move learners from a cognitively less demanding and context-embedded position to express ideas in more cognitively demanding and context-embedded positions

Some subject area instructors may find the additional language a significant barrier to instruction The degree of linguistic competence required in various situations is not the same On the Common European Framework of Reference (CEFR), they should not be below the C1 level proficiency (Council of Europe, 2021) However, this does not imply that a language teacher is the ideal CLIL instructor since

it is improbable that they would be fluent in the specialized field language and have a thorough grounding in the subject matter Therefore, CLIL requires instructors of both

languages and content to work together, sharing their knowledge and implementing the principles of the other's fields (Pavon & Ellison) Teachers can work together in various ways, such as by observing each other's regular lessons to improve their subject literacy, methodology, cognitive challenge, language use, and classroom management By planning CLIL lessons together so that both content and language are taken into account, and by either team teaching or observing CLIL lessons to see how well they are scaffolders for students' needs

CLIL teacher’s problem: One of the key issues teachers confront during CLIL education is time management in the classroom Because students may spend more time interacting with other students, the activities completed in class may take longer than intended However, if the exercises are not well organized, the learners would take more time and have difficulty participating

Teacher training is one of the most challenging areas of many complicated related concerns, as concerned by Wolff (2007) Coyle (2010) argued that the full potential of CLIL could not be achieved, and the methodology is unsustainable without the necessary teacher preparation programs In the areas of expertise for instructors in CLIL, there is a growth of interest (Hansen Pauly et al., 2009) However,

CLIL-it has stayed out of emphasizing how competencies should be cultivated

In short, CLIL teachers can be considered one of the significant elements of successful CLIL classrooms With experienced CLIL teachers, the CLIL classroom can be in a high degree of achieving its objective

2.1.5.2 Learner factors

Students must take an active role in CLIL classes to succeed This is because CLIL is a student-centered method that requires ongoing participation on the part of students Among the numerous characteristics of the CLIL technique, Coyle et al (2010) emphasize that it requires teachers and students to embrace student-centered approaches and involve all pupils CLIL classes can be challenging to teach, even at the beginning, because they demand the instructor to devote substantial time and effort

to engage their students in a process requiring frequent student involvement to absorb the subject in a foreign language Anzenberger (2015) presented a similar argument, arguing that because CLIL teachers are expected to act as facilitators, a transcendental role is played by CLIL students in their studies As a result, students are expected to

participate actively in class, with most tasks requiring peer collaboration to contribute

to developing content and learning skills goals

An essential effective element in the CLIL classroom is the students’ motivation towards learning CLIL Masgoret and Gardner (2003) refers to motivation, which in all situations may be characterized as the driving factor, to a person's reaction to everything related to the current environment in which language is taught For many years, research on psychology and education has been a significant field of motivation study The broad view of instructors who tend to see student motivation as the primary determinant of educational achievement, in general, is reflected in this concern (Dörneyi, 2001) Undoubtedly, most students, at least at the beginning of the courses, have a reasonably favorable attitude about CLIL In most situations, they are highly driven because they realize how vital it is for their future careers to be proficient in English as L2 Looking at things in a foreign language might be all the more stimulating Most learners fantasize about somewhere else being exceptionally well compensated They are aware that a good understanding of content in a foreign language context might benefit their future

It is said that CLIL is for learners of all abilities, and learners who are considered less able in languages are found to cope well with CLIL as the focus is not solely on language learning (Marsh, 2012) However, CLIL is demanding for learners as it requires more concentration, cognitive agility in processing content concepts through another language code, and active knowledge construction and demonstration of understanding through peer interaction These are also where benefits are derived When a school is beginning a CLIL program, it is advisable to start implementation with one class at the beginning of an educational cycle and monitor this class against others at the same educational level within the school if that is possible This will allow for comparisons to be made between CLIL classes and non-CLIL (control) classes in terms of progress in language and content areas Pupils' opinions should also

be heard regarding how they feel about CLIL and their perception of learning

2.1.5.3 Resource factors

The relevance of the classroom environment: As in Dörnyei (2007) 's note, L2 acquisition is impossible without appropriate inspiration and pleasure in the classroom and cognitively competent instructional practice to keep learners motivated over the

long term When generating excellent test scores, boring but methodical teaching may

be successful, but it seldom inspires a lifelong dedication to the subject matter

Dörnyei and Ushioda (2011)’s latest work proposes a sophisticated dynamic system model that combines cognition, motivations, and impact to bring the learner's identity and sense of self along with language experience They stated that individuals would affect their learningsignificantly, how they feel about themselves and others, and how they evaluate the successes of a specific L2 learning environment This is reflected in studies on the 'investment' of learners in and via alternative languages and the conclusion that the identity and environment of the student combined are key motivating factors (Cummins, 2001; Pavelenko, 2002)

A CLIL curriculum: A CLIL curriculum needs to include samples of language that demand skills and thinking of learners so that teachers can both make sure that these functions of language are practiced but also so that teachers can listen out for them and moderate teaching to make sure any difficulties and gaps are remedied in later learning

Teaching resources: CLIL courses often use native speaker textbooks from the United Kingdom or the United States While the quality of these publications can typically be ensured, they have always been a challenge for CLIL students on some levels Native speaker textbooks have high language demands, not just for subject-specific language but also for general academic language, the "hidden" language of learning This means that for CLIL lessons using imported texts to be effective, the instructor must undertake a lot of customization, which takes time and energy Even after adaptation, there may still be a cultural peculiarity in the literature, posing additional hurdles for local English learners While translating local textbooks might avoid the cultural and linguistic issues that come with native speaker literature, translation has its limitations Translated textbooks may still be too advanced for students unless the language is toned down to the students' level It will contain complex native language vocabulary that is merely conveyed in English as a foreign language Other issues with translated textbooks include the absence of pictures or drawings, resulting in a textbook that is just a "book of text." Another lacking essential aspect of translated textbooks is action! It is believed that a skills-based curriculum should be the focus of CLIL texts Through CLIL, all aspects of language would be

practiced, including listening, speaking, reading, and writing The textbook also needs

to be extremely dynamic in its activities, requiring learners to participate in solitary, pair, small group, and large group activities and presentation work, among other things Some lucky circumstances have CLIL materials that are "custom-made" For example, a 'custom-made' CLIL resource produces and publishes English language textbooks for courses to be taught alongside the content classes This kind of book provides learners with a deeper understanding of the language they encounter in content classes, practice the general academic language from these classes, and practice cross-curricular skills needed for surviving and thriving in an educational environment in a language other than the home language/s The lesson is simple: CLIL

is easier and more successful with "custom-made" materials, but it may be more complex and ineffective without them

2.2 Language Attitudes and its components

Eagly and Chaiken (1993) defined attitude as a way of evaluating an object based

on the degree of sympathy or disapproval according to the emotions of the object

giving the attitude Attitudes can be divided into three components: affective,

behavioral, and cognitive These three components are closely related to each other to

effectively describe the attitude toward target objects Also, CLIL, according to Marsh

et al (2012), is considered as “a continuum or umbrella term” that incorporates all strategies that give students specific academic language support to assist them in acquiring knowledge about the subject through that language

2.2.1 Affective attitudes

The affective component, an emotional attitude, relates to a person's expression of emotions toward other people or things, according to Wenden (1991) For example, when people fancy something, they have positive emotions about it and treat it positively Similarly, Eagly and Chaiken (1998) defined affective attitudes as emotional responses and choices, such as likes and dislikes for an object Furthermore, according to Agarwal and Malhotra (2005), the assessment of affective attitudes is included emotions, feelings, and evaluative judgments on beliefs, resulting in an attitudes integrated model Besides, language acquisition is an emotional process affected by various emotional variables (Feng & Chen, 2009)

When it comes to CLIL, it is said to have a significant impact on their learning procedure if the students have both positive and negative feelings about it (Railsback, 2002) Therefore, it implies that learners' inner sentiments and emotions should be considered to improve their learning results (Choy & Troudi, 2006)

2.2.2 Cognitive attitudes

A cognitive component, that is, the notion that categories are inferred from consistency in reactions to discriminable distinct stimuli, is often utilized by humans in thinking (Triandis, 1971) Furthermore, Abidin et al., (2012) demonstrate that the cognitive component is linked to learners' ideas and knowledge regarding teaching and learning techniques, classroom activities, and other topics Schiffman and Kanuk (2004) described the cognitive component as the mix of attitude, object experiences, and information in various courses referred to as information and perceptions Cognitive elements in language acquisition include the linking of prior information with new knowledge, the production of new knowledge, the verification of new knowledge, and the application of new knowledge in various circumstances

In CLIL, it is thought that when individuals connect a positive characteristic with

an item, they will have a more favorable attitude towards it

2.2.3 Behavioral attitudes

According to Triandis (1971) and Wenden (1991), a behavioral component is linked to an action tendency The behavioral component attempts to describe the individual's engagement in tasks and their behaviors in relation to the attitude object Therefore, it has a significant impact on how people act and behave Similarly, Defleur and Westie (1963) described the behavioral component as a response or reaction of a person to an attitude object Put another way, each individual's conduct or response in certain circumstances is a behavioral component of attitude According to Kara (2009), good attitudes lead to positive language learning practices, which may increase students' eagerness and enthusiasm As a result, students are emotionally invested in their learning and attempt to study more and get more knowledge and skills for everyday life

With respect to attitudes toward CLIL, the behavioral component is likely related

to whether people approach or avoid it

In short, the affective component is concerned with how individuals feel about the attitude object, while the behavioral component is concerned with how people act toward the attitude object, and the cognitive component is linked to how individuals perceive the attitude object

Furthermore, as Middlebrook (1980) defined, attitude is a person's overall, experienced, fundamental disposition that governs their thinking, emotions, and behaviors Ahmed (2015), on the other hand, claims that attitude relates to the learner's emotions about language usage and its social standing, which may either help or impede the learning process As a result, attitudes refer to one's willingness to react positively or negatively to an object, person, organization, or event Students' attitudes toward English language learning are favorable in recent research in ESL and EFL settings (Ahmed, 2015; Sicam & Lucas, 2016)

From the teacher's point of view, both students and teachers had a less trusting knowledge of English, but the students had a more favorable attitude The authors stated that “… this difference could come from the fact that students have less self‐criticism compared with teachers.” (p.61)

The teacher's didactic perceptions of students and teachers did not differ much from those of Wim Thijssen and Luc Ubaghs

On the other line, Aguilar and Rodríguez (2011) studied the lecturer and student perceptions of CLIL at a Spanish university The typical instructor seems reasonably

dubious about the utility of the technique In their study, engineering instructors tended to link the language employed in CLIL with the vehicular language They argued: “Their priority is content, not language teaching, yet they use CLIL to their advantage These lecturers must be shown that CLIL training can enrich the learning and the teaching experience and that they can incorporate strategies that are not excessively demanding (in terms of time or effort)” Some broad guidelines might be given to teachers:

- Providing or asking students to make summaries or maps with highlighted keywords and conceptual relations

- Utilizing material already written in English

- Preparing a fundamental terminology glossary

- Relying on the role of code-building to switch

- Increasing interaction possibilities

These rules might be conveyed as a wedge incorporating academic and academic English

non-Aguilar and Rodríguez (2011) pointed “The reflection is that the techniques for good engineering epistemology communication and good teaching and learning practice must be tailored to every discipline, anchored to genre knowledge, and situated cognition.” (p.185)

Kathleen Corrales and César Maloof (2011) studied how content-based learning supports the development of learners in foreign language situations and has shown that using CBI seemed effective because of the positive impact on interest, motivation, and motivation for participation in meetings and reduced levels of anxiety

They noted: “When looking at the data, we discovered that there was an interesting dynamic between meaningful learning, motivation, and interest Students became motivated because the material presented in class was interesting and meaningful for them since it was related to their area of study We believe that this dynamic was significant to the development of language as can be seen in the excerpts below.” (p.294)

They discovered that previous knowledge of some Spanish subjects enabled them

to be understood and learned in English It seemed “that having the cognitive structure

in Spanish provided some scaffolding for the students and allowed them to deal with

language constraints while at the same time enabling them to link the new information

to the old” (p.286) They argued “According to constructivist theory, prior knowledge

is vital in order to learn anything because it provides ‘anchors’ to which the new knowledge is connected The more connections that are made, the more learning will take place” (p.287) They indicated that the content students previously knew allowed new information and language characteristics to be linked

Students discovered that language models were utilized to produce the classroom materials, such as anatomy and physiology chapters and other legitimate resources In addition, the authors reported: “This input enabled them to develop lexis and improve comprehension and speaking skills In light of studies on second language acquisition,

it makes sense that the learning of complex vocabulary and structures that students reported above is best taught by complex materials (i.e., authentic content)” (p.289) The participants indicated that the precise technique and methods utilized by the teacher were one of the most important aspects of the language learning process The emphasis on oral production in foreign languages, such as 'read and report,' panel debates, oral presentations, small and group discussions, and more, was incorporated into this approach These approaches were identified as essential for growth by participants

Another study was conducted by Jenny et al (2013) to investigate CLIL in junior vocational secondary education Their study revealed that CLIL offered pupils the opportunity of working on vocational literacy and language skills at the junior level in the Netherlands (called "tvmbo") They said, “It also appears that motivation increases

in junior secondary vocational students who enjoy a challenge Teachers and students are quite optimistic and certainly enthusiastic about the challenge of further developing a junior vocational bilingual stream”(p.292).Their survey has shown that many teachers are happy to teach kids to be optimistic and hopeful about the future The multilingual "tvmbo" provided the pupils an opportunity, a challenge, and the self-esteem and motivation of the students may be improved by participating in the 'tvmbo' stream Teachers recognized that it takes time to create an efficient "tvmbo," particularly developing a lively program for the EIO Strong "Tvmbo" teams may significantly influence the success of education and learning and work with them on integrated cross-curricular content and language initiatives According to the writers, more than 70% of students suggested that a friend or family member would get

"tvmbo." They thought that it was entertaining and inspiring to enhance their English abilities The research's conclusion is “The challenges for “tvmbo” are being met with optimism, teamwork, and professional development, which in turn expand the opportunities for teachers and students alike.” (p.287)

In the Vietnamese setting, research for CLIL is not novel In 2008, CLIL was initially launched under a National Foreign Language 2020 project by the Vietnam Ministry of Education and Training (MoET) Since then, research on implementing the methods has received a serious contribution

The research of Nhan (2013) examined some difficulties and effects of promoting CLIL programs in Vietnam, which focused on the latest MOET policy on talented secondary education The first part referred to the background and importance of the

2008 and 2010 MOET declarations, which had formally laid out the implementation of CLIL Then, the author looked at the difficulty in implementing such a policy about its effects on key stakeholders from a socio-linguistic and linguistic viewpoint Finally, a few suggestions were given to policymakers and practitioners to further apply CLIL in the context mentioned above This article will provide a practical overview of CLIL practice to educate policymakers and educators in Vietnam about improving language training It also aimed to contribute to the existing area of CLIL research globally in a more pluralistic way

Research by Bui and Truong (2015) focused on applying CLIL in primary lessons from the teachers’ perspective The results indicated that CLIL lesson planning was time-intensive and challenging in preparing educational aids and integrating content objectives and language goals with cognition and cultural targets under the 4Cs framework However, teachers were generally satisfied with student performance when sessions were completed Teacher perspectives regarding the development and implementation of CLIL alongside regular English courses in Vietnam provide insights into the future and other settings for CLIL research (Trang and Nga, 2015) Nguyen (2016)’s paper studied the implementation of CLIL at the high school level In this paper, Nguyen (2016) addressed four criticisms of the importance of CLIL in the Vietnamese setting, the instructors' willingness, the students' preparedness, and CLIL materials Furthermore, a case study showed how instructors perceive CLIL, apply CLIL, and the problems they face in practice Nguyen's (2016) case study at Quoc Hoc High School in Hue revealed that teachers were largely certain

about CLIL implementation and promotion objectives in Vietnam Teachers also typically expressed favorable views on the advantages of CLIL (Nguyen, 2016)

Another research by Thieu (2018) discovers the impact of CLIL on primary ESL students' vocabulary and content learning This study aims to describe a CLIL initiative developed to help primary children gain L2 vocabulary and content knowledge The research was carried out over a 12-week period with 60 elementary pupils at Nguyen Du Secondary School's Center of Foreign Languages Smart World in Kien Giang Province, Vietnam In addition, the research’s goal is to see if students who participate in CLIL can learn more content knowledge in various disciplines and

if they can make substantial advances in L2 vocabulary knowledge Two trials were planned for the study's two groups of second-grade participants An initial test before the experiment revealed that the two groups had comparable vocabulary and subject understanding levels The experimental group received ten 90-minute English classes with additional CLIL exercises, while the control group received identical content without CLIL assignments CLIL activities in the former group introduced pupils to subject knowledge in geography, culture, tradition, ethnic food, and children's games Diverse activities related to the course subject were implemented, and efforts were made to develop teaching techniques to meet the needs and interests of the pupils The results showed that CLIL substantially influenced the experimental groups' learning of L2 vocabulary and topic knowledge, with the experimental groups outperforming the control group not exposed to CLIL

Tran (2018) also researched to discover high school English teachers' attitudes, perspectives, and experiences with CLIL in Vietnam The primary data collecting instruments for the study were survey questionnaires and in-depth interviews The research was carried out in six northern Vietnam provinces, with the participation of

300 high school English teachers According to the findings, a substantial percentage

of Vietnamese high school English instructors lack a solid grasp of CLIL and CLIL teaching experience Also, high school teachers were reportedly eager to invest in this educational technique They showed a willingness to learn about, participate in, and apply CLIL training as part of their professional growth

Research gap

It can be seen that the above research mainly focuses on researching CLIL at primary, secondary, and some research at a university level (Tho, 2015) However,