Content and language integrated learning (clil) implementation in english for business lessons at quy nhon university

MINISTRY OF EDUCATION AND TRAINING QUY NHON UNIVERSITY LE THI THUY HUONG CONTENT AND LANGUAGE INTEGRATED LEARNING CLIL IMPLEMENTATION IN ENGLISH FOR BUSINESS LESSONS AT QUY NHON UNIVE

INTRODUCTION

Rationale

Content and Language Integrated Learning (CLIL) addresses the demand for effective language learning strategies by merging language instruction with subject-based courses Over time, CLIL has evolved through the contributions of various educators and institutions, resulting in multiple definitions that reflect its diverse applications.

According to Dalton-Puffer (2011), Content and Language Integrated Learning (CLIL) is an educational approach that involves teaching curricular content in a foreign language at various educational levels, including elementary, secondary, and university This dual focus on enhancing English proficiency while facilitating content learning presents significant challenges Numerous researchers have explored the effectiveness of different pedagogical strategies to identify the most effective methods for implementing CLIL in English as a Second Language (ESL) classrooms.

Numerous global studies, including those by Marsh (2002), Coyle et al (2010), Dalton-Puffer (2011), Mehisto et al (2008), and Lasagabaster and Doiz (2016), have explored the implementation and effectiveness of Content and Language Integrated Learning (CLIL) in various educational contexts These investigations highlight the diverse challenges and opportunities that CLIL presents for both educators and learners across different subject areas.

Research shows that Content and Language Integrated Learning (CLIL) effectively enhances language and subject comprehension However, its success hinges on critical factors, including comprehensive teacher training, well-structured curriculum design, and robust administrative support.

Numerous studies have been conducted on the implementation of Content and Language Integrated Learning (CLIL) in Vietnamese schools Notable researchers, such as Nguyễn Thị Thanh Thủy, have made significant contributions to this field, enhancing our understanding of CLIL's effectiveness in the Vietnamese educational context.

(2015), Trần Thị Thúy Trang (2018), Hoàng Thị Hà and Hoàng Mỹ Nguyệt

Recent studies by Nguyễn Văn Hạnh (2019), Nguyễn Thị Thanh Mai (2020), and Nguyễn Thị Thúy Hương (2021) focus on the application of Content and Language Integrated Learning (CLIL) in various Vietnamese educational contexts, including higher education and high schools, covering subjects like English, chemistry, and science These researches highlight the effectiveness of CLIL in improving English language proficiency and comprehension of subject matter, while also exploring teachers' attitudes, classroom strategies, and its impact on vocabulary acquisition among Vietnamese EFL learners The findings provide valuable insights into the implementation and outcomes of CLIL within the Vietnamese educational framework.

Previous research has highlighted the impact of Content and Language Integrated Learning (CLIL) on learners' language skills and motivation (Lorenzo et al., 2009; Jarvinen, 2009) While CLIL is commonly applied in primary and secondary education, its presence in higher education remains limited (Smit and Dafouz, 2012; Creese, 2010) Numerous studies have explored the implementation of CLIL in English language teaching both internationally and in Vietnam However, these findings tend to be general and often overlook specific educational stages, particularly at the college or university level.

There is a lack of significant research on educators' and students' perceptions of Content and Language Integrated Learning (CLIL) and its classroom activities at Quy Nhon University (QNU) Recognizing that CLIL is applied differently across various contexts, I am motivated to explore its implementation in English for Business lessons for my M.A thesis This study aims to assess the perceptions of both teachers and learners regarding CLIL practices at a university in central Vietnam, where many students hail from rural and mountainous areas By conducting this research, I intend to provide a deeper understanding of CLIL in higher education and address the gap in existing literature on its application in English for Business courses.

Research aims

This study aims to explore the teaching and learning activities in English for Business lessons (EBLs) at QNU, focusing on the perceptions of both CLIL teachers and students regarding these activities.

Research objectives

There are 3 objectives which are focused on in this study:

1 Investigating the CLIL teachers’ and students’ real practices in EBLs applying CLIL

2 Examining what CLIL teachers perceive CLIL implementation in these classes

3 Analyzing what students think about CLIL implementation in these classes.

Research questions

The objectives of this thesis are to answer the following three research questions:

1 What are CLIL teachers’ and students’ real practices organized in teaching and learning in EBLs at QNU?

2 What do CLIL teachers think about CLIL implementation in these classes?

3 What do CLIL students think about CLIL implementation in these classes?

Scope of the study

This study focuses on the perceptions and activities of CLIL (Content and Language Integrated Learning) teachers and students within business lessons It aims to identify their general views on the effects of CLIL and examines various activities employed in this teaching approach Additionally, the research discusses the similarities and differences between the perceptions and practices of both groups Based on the findings, recommendations are provided to enhance the teaching and learning experience, ultimately aiming to boost students' enjoyment and academic performance in their lessons.

The study focuses on a limited scope due to resource and time constraints, involving participation from four classes with eight classroom observations It includes interviews with ten CLIL students and four CLIL teachers from two faculties at QNU: the Faculty of Economics and Accounting (FEA) and the Faculty of Finance, Banking, and Business Administration (FBA) The selected students share similar proficiency levels and background knowledge of English.

Significance of the study

This study focuses on the implementation of Content and Language Integrated Learning (CLIL) in business lessons within Vietnamese universities, an area that has seen limited research compared to studies at other educational levels The significance of this research lies in its contributions to both theoretical frameworks and practical applications in the field of education.

In terms of theory, the study contributes to CLIL methodology including many aspects such as materials, searching methods and activities

The findings of this study offer significant benefits for CLIL teachers, students, and researchers For educators, the results highlight effective activities that enhance student learning, facilitating content knowledge acquisition and improving English proficiency Additionally, these insights deepen teachers' understanding of CLIL, helping them to identify its advantages, challenges, and potential solutions to overcome those challenges.

Organization of the study

The thesis consists of five chapters

Chapter 1: Introduction: Including the rationale, the aims and objectives, the scope, the research questions, the significance, and the structure of the study

Chapter 2: Literature Review: This chapter is associated with major related concepts to the current study and briefly reviews the regarding works that compose the theoretical background of the study

Chapter 3: Research Methodology: It deals with research methodologies, data collection instruments, data analysis, and research procedures The legal and ethical considerationsdat is also discussed in this chapter

Chapter 4: Data Analysis and Findings: This chapter describes the analysis of data in detail and gives a summary of the findings as well as a thorough discussion of the findings of the study Some explanations and interpretations of the findings are also presented in this chapter

Chapter 5: Conclusion: It summarizes the whole research, gives some teaching implications, and discusses the limitations of the study, as well as suggestions for further research.

LITERATURE REVIEW

Definition of CLIL and its development

CLIL, or Content and Language Integrated Learning, is an educational approach designed to improve students' language skills while deepening their understanding of specific subjects According to experts like Coyle (2005), Dalton-Puffer (2008), and Llinares (2015), CLIL effectively merges real-life contexts with educational materials to foster language development This dual approach seamlessly integrates content knowledge and language learning, making it a comprehensive method for enhancing both areas simultaneously.

According to Zehra (2020), CLIL is defined by the use of an additional language as the medium of instruction for both content and language learning

Content and language integrated learning (CLIL) aims to achieve dual objectives: enhancing content knowledge and improving language proficiency According to Marsh (2002), CLIL employs a bilingual approach that indirectly teaches linguistic forms through non-linguistic materials, fostering a deeper understanding of both language and subject matter.

CLIL, or Content and Language Integrated Learning, is an effective teaching methodology that aims to achieve both educational and linguistic goals simultaneously As noted by Marsh (2012), it involves teaching subjects in a non-native language to enhance language skills while deepening content understanding This approach has been widely adopted by educational institutions globally, highlighting its effectiveness in promoting language learning and fostering intercultural understanding Consequently, CLIL has garnered significant attention in the field of language education in recent years.

CLIL is an educational approach that has gained popularity in recent years CLIL was first introduced in Europe in the late 1980s (Dalton-Puffer,

In 2007, Content and Language Integrated Learning (CLIL) was introduced in countries with strong bilingual education systems, such as the Netherlands, Finland, and Belgium This innovative approach aims to simultaneously enhance students' language skills and subject knowledge within an educational framework.

The CLIL (Content and Language Integrated Learning) method has rapidly expanded from Europe to various regions worldwide, including Asia, the Americas, and Africa, with numerous countries incorporating it into their public and private educational systems Developed as an effective educational approach, CLIL was originally part of Europe’s multilingual education initiative launched in the 1990s (Otwinowska and Forys, 2017) In 2003, Italy adopted CLIL within its education system, making it a requirement for upper secondary schools (Letizia, 2016).

Research on CLIL has indeed expanded significantly over the past few decades, with numerous studies exploring its effectiveness and best practices

Numerous researchers, including Coyle (2007), Coyle et al (2010), Marsh (2002), Mehisto (2012), and Mehisto et al (2008), have extensively studied the effectiveness of Content and Language Integrated Learning (CLIL) compared to other teaching methods Their significant contributions have enhanced our understanding of CLIL's impact on language learning and subject acquisition, as well as the most effective strategies for its implementation.

Content and Language Integrated Learning (CLIL) has evolved beyond its initial focus on language and science, now encompassing diverse fields such as arts, social sciences, business, and technology This innovative approach involves teaching subjects like science, mathematics, or history using a foreign or second language, enabling Spanish-speaking students to study music in French and French-speaking students to learn science in German By integrating content knowledge with language proficiency, CLIL enhances students' overall learning experience and opens up extensive opportunities for its application across various educational levels and disciplines.

The CLIL (Content and Language Integrated Learning) method is gaining traction globally, especially in non-English-speaking countries like Japan, China, and Spain, as a medium of instruction, reflecting the widespread adoption of English in modern culture This shift has transformed English language teaching from a focus on it as a foreign language to using it as an instructional tool in various educational contexts, highlighting the growing interest in developing CLIL courses within English language training programs.

In brief, there is a growing interest in CLIL classrooms, which involves teaching content subjects in a foreign language to enhance both learners’ academic subject knowledge and foreign language profiency.

CLIL teaching procedure in classrooms

Based on Coyle et al (2010), a sequence of basic processes for preparing, implementing, and evaluating the learning process is required:

Teachers should establish clear learning objectives while considering their students' abilities and needs They then develop lessons by choosing suitable topics, teaching methods, and resources to enhance the learning experience.

Secondly, teachers prepare the essential materials and resources for the courses and create a suitable learning atmosphere prior to delivering them

To foster a positive learning environment, it is essential for the teaching procedure to incorporate direct teacher-student interaction and support Additionally, teachers should implement evaluation exercises at the end of each class to assess student progress effectively.

Finally, teachers examine and assess the teaching process’s outcomes, extracting lessons and experiences from which to enhance future lessons

Marsh and Maljers (2008) provide a comprehensive guide on implementing Content and Language Integrated Learning (CLIL) in educational settings To effectively utilize CLIL, teachers must begin by creating detailed lesson plans that outline clear learning objectives for both content subjects and foreign languages Furthermore, selecting suitable main content subjects and study materials is essential to enhance educational activities that foster both subject knowledge and language proficiency.

Teachers employ strategic techniques and activities during classes to effectively present content subjects and support students in developing their language skills This approach enables learners to engage with the material while practicing and applying the target language in practical, real-world contexts.

Thirdly, teachers give supportive language adapted to specific students’ requirements, along with providing regular evaluation and feedback to help students improve their knowledge of content subjects and language profiency

Incorporating evaluation and feedback, educators can adapt their teaching strategies and plans to meet the unique learning needs of their students, fostering a dynamic and diverse learning environment.

As can be seen, the CLIL teaching procedure has been based on the teaching procedures used in normal classes However, there are some differences

In traditional classroom settings, the teaching approach mainly revolves around delivering content knowledge, predominantly using the students' native language without prioritizing the enhancement of second language skills Furthermore, evaluations typically concentrate on assessing students' understanding and retention of the subject matter.

CLIL classes aim to enhance students' knowledge while simultaneously improving their language proficiency and communication skills, fostering holistic development By integrating academic content with language skill development, CLIL education promotes interaction and communication in the target language A variety of teaching strategies, including visual aids, group work, role-playing, project-based learning, multimedia resources, and hands-on activities, are utilized to engage students and enhance comprehension Additionally, CLIL assessment evaluates both subject understanding and students’ language abilities.

Benefits in learning in CLIL classrooms

As stated by previous researches, there are some benefits in learning in CLIL classroom, such as improved language proficiency, integrated content and language knowledge, and increased learner motivation

Research on Content and Language Integrated Learning (CLIL) reveals its significant impact on language competence across diverse educational contexts Cenoz and Gorter (2015) highlight that CLIL programs notably enhance students' English proficiency, demonstrating the effectiveness of CLIL strategies in promoting language acquisition and fluency.

CLIL programs provide greater opportunities for studying the target language compared to traditional language training methods Research by Marsh et al (2010) indicates that increased exposure significantly aids learners in developing their language skills Additionally, CLIL learners demonstrate improvements in vocabulary, morphosyntax, oral communication, and writing skills, as highlighted by Pessoa et al (2014).

Research by Lorenzo et al (2007) indicates that participation in CLIL programs significantly enhances students' oral proficiency skills, leading to improvements in spoken language fluency, accuracy, and complexity through consistent practice in authentic communicative contexts Similarly, Dalton-Puffer et al (2014) found that children in CLIL programs not only improved their oral skills but also advanced in reading comprehension, writing, and vocabulary acquisition This highlights the effectiveness of the CLIL approach, which integrates language learning with subject matter, fostering comprehensive language competency development.

Lyu (2022) conducted a study examining the impact of Content and Language Integrated Learning (CLIL) on English learning outcomes among university students in non-English-speaking countries The findings indicate that while CLIL enhances overall English proficiency, the improvement is not uniform across all language skills Most participants experienced significant gains in their reading, writing, and vocabulary abilities following CLIL instruction.

Research in Content and Language Integrated Learning (CLIL) by Coyle (2007), Kamonwan (2019), and Elisabet and Guzman (2015) highlights the significant impact of second language proficiency on students' understanding of subject matter These studies emphasize the importance of language skills in effectively engaging with and comprehending content during CLIL sessions Additionally, Genesee et al (2005) demonstrate a strong correlation between enhanced English proficiency and improved academic performance among English language learners in CLIL environments.

The CLIL method enables students to learn their target language, such as English, by integrating it with other subjects, thereby enhancing their language skills while simultaneously broadening their professional knowledge.

In fact, CLIL not only strengthens language proficiency but also academic performance, as evidenced by studies conducted by Marsh et al

Research by Coyle et al (2010), Lorenzo et al (2007), Dalton-Puffer et al (2014), and Lasagabaster and Sierra (2009) highlights the effectiveness of Content and Language Integrated Learning (CLIL) in improving students' comprehension of subject matter and language proficiency Notably, studies by Lasagabaster and Sierra (2011) and Mehisto et al (2008) have consistently demonstrated CLIL's ability to enhance these skills Additionally, Sudhoff (2010) advocates for CLIL as a method to foster communication skills within a culturally immersive environment, thereby motivating students to engage more deeply with both language and content.

Oliver (2010) emphasizes that Content and Language Integrated Learning (CLIL) offers students an immersive educational experience, equipping them with essential language skills and knowledge for success in a globalized world Support from Coyle et al (2010) through interviews with CLIL educators reinforces the positive impact on both language acquisition and subject comprehension They argue that integrating language learning with academic content creates a more engaging and meaningful educational experience.

Incorporating Content and Language Integrated Learning (CLIL) into English-language training programs offers significant advantages, as highlighted by Marsh (2012) CLIL enhances students' language skills while simultaneously providing practical, real-world learning experiences in various academic disciplines, including science, history, and geography By utilizing authentic resources, CLIL fosters critical thinking and enables students to engage deeply with the subject matter.

Content and Language Integrated Learning (CLIL) enhances learner engagement across various educational settings, as highlighted by multiple studies (Marsh et al., 2010; Coyle et al., 2010; Lorenzo et al., 2010; Dalton-Puffer et al., 2014; Lasagabaster and Sierra, 2009) In higher education, Marsh (2012) emphasizes that CLIL can create an immersive environment that facilitates language skill acquisition Research by Lasagabaster and Sierra (2009) indicates that students in CLIL programs often demonstrate greater motivation and engagement in language learning, driven by the meaningful context of the instruction, which allows them to explore topics of interest while enhancing their language abilities.

CLIL classes significantly increase learners' exposure to English, enhancing their engagement through the use of authentic materials that promote real-life language use (Lorenzo et al., 2010; Goris, 2009) This approach fosters a realistic learning environment, motivating students to interact with content via dynamic conversations, extensive reading, and listening (Jarvinen, 2009) As a result, participants in CLIL classes demonstrate heightened interest in English, a positive attitude towards learning the language, and a stronger desire to communicate in English (Lyu, 2022).

Challenges in learning in CLIL classrooms

CLIL classrooms provide an effective approach for students to engage with subject content while simultaneously acquiring a second language However, this method presents unique challenges for both learners and subject area educators.

CLIL programs are designed to enhance diverse language proficiency levels; however, it is evident that language skills develop differently within this educational framework Research conducted by Aguilar and Rodriguez (2012) and Dalton-Puffer (2007) highlights the varying rates of language proficiency growth among learners, underscoring the complexity of language acquisition in CLIL settings.

Aguilar and Rodriguez (2012) identify an imbalance in language development within CLIL environments, noting that while receptive skills such as reading and listening enhance through content-rich materials, speaking skills often do not progress at the same rate Lyu (2022) emphasizes this gap, attributing it to the excessive focus on reading comprehension and vocabulary in CLIL classes, which neglects the cultivation of speaking and listening skills Consequently, there is an increasing awareness of the need to address this disparity in language skill development.

CLIL frameworks must take a more holistic approach to language learning, ensuring that students obtain full linguistic development across all skill areas

Language anxiety poses a significant challenge for students learning a second language, as highlighted by various studies Horwitz et al (1986) identify key contributors to this anxiety, including fear of negative evaluation, communication apprehension, and test-related stress These concerns often manifest as hesitance to engage in public speaking or an intense fear of making mistakes in front of peers.

Young (1991) found a connection between language anxiety and speaking competence, revealing that higher anxiety levels can lead to reduced proficiency in communication Liu (2006) similarly noted that anxiety affects students across all skill levels, significantly impacting their classroom participation and overall learning experience.

CLIL highlights the challenges learners encounter in classes due to the intricate nature of subject matter As noted by Dalton-Puffer (2008), engaging with complex concepts and specialized vocabulary in a second language can significantly increase cognitive demands on students, hindering their comprehension and overall learning progress.

Lasagabaster and Doiz (2016) highlight that students often struggle to understand complex academic content in a second language, especially when it involves intricate language or abstract concepts Coyle et al (2010) stress the necessity of selecting and organizing educational materials to align with students' language proficiency, underscoring the teacher's role in delivering explicit language instruction to help students gain both content knowledge and language skills concurrently.

Teaching through the CLIL method presents a considerable challenge for educators, requiring a strong command of the second language alongside the ability to effectively balance subject content knowledge with language proficiency.

The effectiveness of Content and Language Integrated Learning (CLIL) is significantly influenced by teachers' proficiency in a second language Coyle et al (2010) emphasize that successful CLIL instruction necessitates instructors to be skilled in both subject matter and language teaching Additionally, Sierra and Sánchez (2018) highlight that a teacher's language competency is a crucial factor in predicting CLIL success, as it directly affects student progress Unfortunately, many educators face challenges in reaching the necessary competency levels, which can diminish their overall teaching effectiveness.

Lasagabaster and Sierra (2009) found that instructors often face challenges with the advanced academic terminology and discourse necessary for teaching specialized courses This scarcity of resources can hinder their ability to effectively communicate complex subjects Their research highlights that a deficiency in expertise regarding specialized terminology is a common obstacle for educators, restricting their ability to thoroughly convey subject knowledge.

De Graaff et al (2007) explored the effects of teachers' limited proficiency in the target language, revealing that inadequate language skills often lead to the use of overly simplistic language.

Oversimplification hinders children's cognitive and linguistic growth by restricting the depth of knowledge provided and limiting their opportunities to interact with complex language structures.

Effective language competency is crucial for teaching courses in a second language Jọrvinen (2009) highlights that many CLIL teachers lack sufficient training to meet specific educational goals, which hinders their ability to use subject-specific vocabulary accurately This deficiency can result in misconceptions and errors during material delivery.

Pronunciation and fluency are essential for effective second-language instruction Research by Llinares et al (2012) indicates that non-native accents and instructors' lack of fluency can hinder students' comprehension and engagement When teachers are not proficient in the target language, they may hesitate to use it regularly, reducing students' exposure This reluctance poses a risk to the objectives of CLIL programs, which aim to immerse students in the second language for both subject matter and language learning.

Professional development programs for teachers sometimes fail to meet the special demands associated with second language competency Kelly

In 2014, it was highlighted that although pedagogical training is widely available, language-specific training is frequently neglected, resulting in teachers being ill-equipped to meet the language demands of CLIL (Content and Language Integrated Learning) education This study underscores the critical need for specialized professional development aimed at enhancing teachers' language skills, enabling them to effectively teach subject matter while simultaneously fostering language development in their students.

Previous studies of CLIL in Vietnam

Content and Language Integrated Learning (CLIL) has gained significant traction in classrooms worldwide, particularly in Vietnam, where proficiency in English and academic success are highly valued Extensive research has been undertaken in Vietnam to explore the implementation of CLIL in educational settings, highlighting its importance in enhancing language skills and academic performance.

2.5.1 Enhancing both of content knowledge and English proficiency

Numerous studies indicate that Content and Language Integrated Learning (CLIL) significantly enhances students' understanding of academic subjects By learning English in context, students improve their language skills while gaining a deeper comprehension of subject matter.

Content and Language Integrated Learning (CLIL) enhances students' comprehension of academic subjects while simultaneously improving their language skills Research by Nguyễn Thị Thanh Thủy (2015) and Trần Thị Thúy Trang (2018) provides strong evidence supporting the effectiveness of CLIL within Vietnamese education.

Similarly, Nguyễn Thị Thanh Thủy (2015) and Trần Thị Thúy Trang

In 2018, comprehensive research was conducted to examine the effects of Content and Language Integrated Learning (CLIL) on English language acquisition in Vietnamese schools The studies highlighted the positive impact of CLIL on various learning aspects, such as language proficiency, student motivation, and subject matter comprehension Empirical investigations revealed significant improvements in students' language skills, which were linked to their exposure to CLIL methodologies.

By learning English in context, students develop a deeper understanding of academic concepts and acquire language skills that are directly applicable to their academic pursuits

CLIL (Content and Language Integrated Learning) creates a rich learning environment that enhances English vocabulary acquisition and fosters comprehensive development among learners By immersing students in authentic contexts, CLIL promotes a deeper understanding of complex subjects like mathematics, science, and social studies This approach nurtures various aspects of learning, including linguistic proficiency, critical thinking skills, and content knowledge.

Similarly, Nguyễn Thị Thanh Mai and Nguyễn Thị Thúy Hương

In 2021, Nguyễn Thị Thanh Mai et al (2022) asserted that Content and Language Integrated Learning (CLIL) immerses students in subject matter presented in English, providing genuine opportunities for learners to discover and interact with new vocabulary in relevant contexts.

By integrating content subject knowledge and target language, CLIL not only enhances professional knowledge but also develops language proficiency and creates a positive learning environment

2.5.3 Challenges of CLIL in classrooms

Numerous studies have identified significant barriers to the integration of Content and Language Integrated Learning (CLIL) in school curricula, particularly highlighting the diversity of students' language abilities Research indicates that students participating in CLIL programs often come from varied linguistic backgrounds, resulting in differing levels of proficiency in both the target language and the subject matter This variability necessitates the implementation of specialized educational strategies to effectively cater to the wide range of skill levels present in the classroom.

The scarcity of educational materials specifically designed for CLIL (Content and Language Integrated Learning) significantly complicates the challenges faced by instructors Unlike traditional language learning settings, CLIL necessitates resources that seamlessly blend language acquisition with subject matter instruction This lack of tailored materials compels educators to invest considerable time and effort in adapting existing resources or creating new ones, diverting their attention from other essential aspects of teaching.

This chapter presents the relevant literature that establishes the theoretical and conceptual framework for the study It begins with a definition and development of Content and Language Integrated Learning (CLIL), followed by an overview of the CLIL teaching procedures in classrooms The discussion then highlights the benefits of learning in CLIL environments, addresses the challenges faced by students in these settings, and concludes with a review of previous studies on CLIL in Vietnam Collectively, this literature serves as a foundation for the research on implementing CLIL in English for business lessons, which will be explored in the next chapter.

METHODOLOGY

Research design

This study aimed to explore the implementation of the CLIL method in English for Business Lessons (EBLs) at QNU, focusing on the perceptions of both teachers and students regarding these activities Utilizing a qualitative research approach, the researcher gathered and analyzed data through interviews and classroom observations to gain insights into the effectiveness of CLIL in enhancing teaching and learning experiences.

The qualitative approach enabled participants to gather in-depth insights into the study's findings through their perspectives and experiences (Fraenkel, Wallen, and Huyn, 2012) This method was employed to describe results from classroom observations and interviews with both teachers and students engaged in EBLs at QNU Additionally, it facilitated a close examination of CLIL teachers' and business-majored students' perceptions of CLIL.

This research design effectively gathers comprehensive and potentially accurate data from participants, facilitating thorough analysis that informs key recommendations.

Research setting

This study was carried out at Quy Nhon University (QNU) in Quy Nhon City, Binh Dinh Province, known for its dynamic and rapidly developing socioeconomic landscape This setting provides an excellent opportunity to explore economic and financial issues while applying research findings in practical contexts.

QNU has grown to 12 faculties and 46 disciplines, including pedagogical disciplines, natural sciences, social sciences and humanities, economics-finance, engineering and technology, with roughly 12,000 full- time students

Currently, CLIL (Content and Language Integrated Learning) is implemented in four out of twelve departments, covering subjects such as English for Economics and Accounting, English for Natural Sciences, English for Finance, Banking and Business Administration, and English for Information and Technology.

In alignment with the objectives of the current research, data was collected exclusively from two faculties focused on business education: the Faculty of Economics and Administration (FEA) and the Faculty of Business Administration (FBA) at Quy Nhon University (QNU) in Binh Dinh Province.

The Economics and Accounting Faculty at QNU is one of the largest faculties, dedicated to equipping students with essential knowledge and skills for success in the modern economy The faculty offers a comprehensive 4-year program structured over 8 semesters, totaling 135 credits, which includes 27 credits in CLIL.

3.2.2 Finance, Banking and Business Administration Department

The Finance, Banking, and Business Administration (FBA) program at QNU is designed to meet the increasing need for skilled professionals in these fields This comprehensive four-year program consists of eight semesters and requires a total of 135 credits, equipping students with the essential knowledge and skills for successful careers in finance, banking, and business management.

Textbooks for business classes that employ the CLIL method are exclusively written in English, focusing on subjects like management, marketing, finance, and economics While the primary objective is to impart knowledge on these topics rather than enhance students' English skills, the materials do incorporate various listening, speaking, and reading tasks to support learning.

Listening tasks play a crucial role in helping students grasp the instructional topic through short conversations or lectures However, there is a limited number of these tasks, and they often lack diversity.

Speaking tasks: Students can practice their speaking abilities in group discussions or presentations However, these activities are not specifically meant to develop speaking abilities

The study program features a variety of readings focused on business themes, aimed at expanding students' vocabulary and enhancing their understanding of real-world scenarios However, it often lacks sufficient tasks to effectively practice and improve students' reading comprehension skills.

The educational program offers limited focus on developing writing skills, resulting in minimal opportunities for students to engage in writing tasks such as essays or reports Furthermore, writing assignments are often restricted to short formats, hindering comprehensive practice and growth in writing abilities.

The use of the CLIL method in business class textbooks provides a thorough understanding of the subject matter, as all content is presented in English However, there is a lack of emphasis on enhancing students' English language skills Therefore, it is essential to incorporate additional exercises and activities that promote the comprehensive development of students' language abilities.

Research participants

There were four CLIL teachers who were teaching English for business lessons at FEA and FBA at QNU who participated in this study

The researcher carried out a research about a comprehensive review of four CLIL teachers’ educational backgrounds, language competency, teaching experiences, and areas of specialty in CLIL teaching

A teacher's educational background, encompassing degrees, certifications, and professional development courses, is essential for demonstrating their expertise and teaching abilities This is particularly important in Content and Language Integrated Learning (CLIL), where educators must possess strong skills in both their subject matter and language instruction.

Table 3.1 Summary of the information of CLIL teachers

2 Ph.D Information is not provided

7.0 4 Information is not provided provided

All four CLIL teachers (T1, T2, T3, T4) possess at least a Master’s degree, highlighting their academic qualifications The TOEIC and IELTS scores reveal their English language proficiency, with T1 achieving a score of 750 and T4 scoring 980 These scores reflect a strong command of English, essential for delivering effective instruction, especially in language-centric subjects.

Both T3 and T4 achieved an IELTS score of 7.0, indicating their proficiency in English High IELTS scores reflect a solid grasp of the language, which is crucial for effectively conveying information in an English-medium classroom environment.

With 14 years of teaching experience, T2 showcases extensive practical knowledge and classroom skills, while T4, with 9 years in the field, also demonstrates a strong commitment to education Most CLIL teachers possess a deep understanding of teaching methodologies, effective student engagement strategies, and refined classroom management techniques, all honed through years of dedicated experience.

Despite having only 8 and 4 years of teaching experience, T1 and T3 effectively contribute to education T3, with a specialization in financial management, business management, tourism and hotel management, and finance and banking, leverages four years of experience to offer a diverse range of courses that cater to various student interests and needs.

Both T1 and T2 have two years of experience in CLIL teaching, while T3 lacks specialized CLIL experience but possesses significant expertise in teaching specialized subjects in English, indicating an implicit use of CLIL concepts In contrast, T4, with four years of CLIL experience, has a deep understanding of its pedagogy, which is expected to lead to innovative strategies that enhance both students' language skills and mastery of content knowledge.

The diverse talents and experiences of each CLIL participant contribute significantly to the group, with T3's extensive topic expertise and T4's considerable teaching background being particularly notable By harnessing these unique strengths and fostering collaboration among educators, schools can cultivate a dynamic and engaging learning environment that effectively addresses the varied needs of their students.

CLIL professors, equipped with business degrees, play a crucial role in teaching essential subjects like microeconomics, macroeconomics, and supply chain management By merging their extensive professional knowledge with language instruction, these educators enhance students' ability to use specialized terminology effectively This integration is particularly important in our increasingly globalized world.

CLIL teachers bridge the gap between theory and practice, helping students apply their knowledge to real-world business scenarios This approach not only improves learning outcomes but also equips students to tackle future professional challenges more effectively.

All participants were from two faculties at QNU They were Vietnamese native speakers, and had gained an average of 12 years of experience learning English in a formal context in Vietnam

The students in this study are split into two groups:

Group 1 consisted of first-year university students They had basic English competence after finishing the high school These students are now studying English at the basic level in university

Meanwhile, group 2 included third-year university students These students finished basic and advanced English levels at the university They are now learning English used in their majors.

Instruments

The study utilized two primary qualitative data collection methods: classroom observation and interviews These approaches allowed researchers to gain a comprehensive and nuanced understanding of the informants' perceptions and practices.

The qualitative data collection in this study is essential for a comprehensive understanding of the research topic and significantly improves the reliability of addressing the three research questions A summary of the study objectives and the research instruments used for data collection is presented in Table 3.2 below.

Table 3.2 Research questions and instruments

Research questions Instrument The number of respondents

1 What are CLIL Classroom observation 4 classes teachers’ and students’ real practices organized in teaching and learning in EBLs at QNU?

2 What do CLIL teachers think about

CLIL implementation in these classes?

3 What do students think about CLIL implementation in these classes?

Classroom observation serves as a valuable method for collecting qualitative data, reflecting the real activities occurring in observed classes This approach allows researchers to identify nonverbal emotional cues, analyze interaction patterns among participants, understand communication dynamics, and evaluate the time allocated to specific activities.

Observation, as defined by Marshall and Rossman (2006), involves the systematic description of events, actions, and artifacts within a specific social context In this study, data was collected through eight classroom observations, where the researcher attended classes alongside content subject teachers Positioned behind the observed groups, the researcher focused on how Content and Language Integrated Learning (CLIL) was implemented by both students and teachers, meticulously recording relevant information using an observation checklist Each observation, lasting approximately 120 minutes, concentrated on the actual practices of CLIL participants during lessons.

In this research, the researcher used a classroom observation checklist (see Appendix A) to observe how CLIL teachers and students organized real practices in classrooms There are 2 main sections:

(5) Tolerant of using mother tongue;

From classroom observations, the data collected through the checklist aimed to help the researcher find out how CLIL teachers and students organize teaching and learning activities

In addition to classroom observations, interviews are crucial for gathering qualitative data that accurately reflects classroom activities The effectiveness of an interview hinges on the communication skills of the interviewer and the responses of the interviewee (Clough & Nutbrown, 2007) High-quality results rely on the interviewer’s ability to organize questions, listen attentively, and skillfully prompt further discussion (Cohen et al., 2007) Creating a comfortable environment fosters participant engagement in the research process.

This research utilizes a set of eight questions—four directed at students and four at content teachers—to explore key factors and variables relevant to the researcher’s area of interest These questions are designed to effectively identify and analyze the attributes associated with the variables under investigation, as highlighted by Schensul et al.

1999) It can be demonstrated that utilizing interviews enhances research methods and increases data collection and manipulation

The set of questions related to this study can be seen as follows:

CLIL students’ questions Question 1: What learning activities do you prefer in this class? Why?

Question 2: Do these activities have a positive effect on your learning?

Question 3: How much do you think you can improve your English proficiency in this class?

Question 4: How much do you think you can acquire the content knowledge in this class?

Question 5: In your opinion, what do you think about textbook in this class? Question 6: What do you think about subject assessment in this class?

Question 7: What benefits and challenges do you perceive in this class?

CLIL teachers’ questions Question 1: What teaching activities do you typically use in this class?

Question 2: In your opinion, how much do you think your students improve their English proficiency in this class?

Question 3: How much do you think your students acquire the content knowledge in this class?

Question 4: What do you think about textbook in this class?

Question 5: What do you think about exam content in this class?

Question 6: What kind of language instruction do you use in teaching in this classs?

Question 7: What benefits and challenges do you perceive in this classs?

Question 8: Can you suggest some solutions to overcome these challenges in this class?

Procedures for data collection

Data for the present research was collected using classroom observation checklists and interviews The details of the data collection procedure for each instrument are described as follows

The researcher reached out to CLIL teachers in two departments to introduce herself and her thesis topic She aimed to obtain their approval for conducting research in their classrooms, specifically seeking permission to observe classes and conduct interviews with both teachers and students.

The researcher sought assistance from teachers, requesting detailed information about courses, subjects, class schedules, and classroom locations Additionally, the researcher inquired about the students' learning environments and their English proficiency levels for each class.

The following describes the data gathering technique for each instrument

The researcher conducted eight classroom observations with the permission of CLIL teachers, attending classes while seated behind the students to minimize disruptions During these observations, the researcher meticulously documented the actions and activities of both the CLIL teachers and students, assessing their collaboration levels at each stage using a predefined observation checklist.

The researcher manually recorded any instances not included in the observation checklist, facilitating precise coding of classroom practices for subsequent data analysis.

Following the completion of their lessons, 10 students from diverse courses participated in interviews where they responded to the researcher’s questions related to the study The insights obtained from these interviews were compiled by the researcher into both written and spoken summaries of the research project.

During the interviews, the researcher focused on being an attentive listener, fostering a conversational atmosphere while refraining from sharing personal experiences or judgments Following Wengarf's (2001) guidance, the researcher utilized various verbal and nonverbal responses to engage participants, including gestures of recognition and encouraging comments These acknowledgment gestures were essential in conveying to participants that their contributions were heard and understood.

Individual interviews were conducted following classroom observations in a private, quiet environment to ensure a focused dialogue Each session fostered a conversational atmosphere, allowing participants to express their perspectives freely, with interviews lasting approximately five minutes The researcher began each session by introducing herself and outlining the interview's purpose and structure, followed by recording the conversation Participants were invited to voice any questions or concerns regarding their involvement in the study, and the researcher addressed these before proceeding with the interview.

Procedure for data analysis

After the data collection was completed, the data analysis proceeded The data gathered through the observation checklist and interviews were used for qualitative data analysis

The qualitative analysis of raw data from classroom observations provided valuable insights into the implementation of Content and Language Integrated Learning (CLIL) in English for business lessons Based on these findings, conclusions and recommendations were formulated to enhance the effectiveness of CLIL practices.

The data collected from the interviews underwent qualitative analysis through content analysis Initially, the researcher thoroughly read the transcripts multiple times to familiarize themselves with the content before categorizing it into various themes This process significantly deepens the researcher’s understanding of the key topics.

The gathered information was categorized into various areas, facilitating the organization of data according to the researcher’s identification of common themes Subsequently, the researcher analyzed these categories and themes to uncover connections and relationships between them, exploring how they relate to each other and how one theme may influence or elucidate another.

Legal and ethical considerations

Prior to initiating the study, the researcher obtained permission from CLIL teachers to conduct the research After data collection, the researcher provided a detailed explanation of the study's objectives and the process for implementing collaborative learning in the classroom to the participants.

The researcher prioritized participant comfort before, during, and after the study, ensuring they felt relaxed and free from evaluation anxiety Confidentiality was maintained throughout the transcription of voice recordings, data analysis, draft documentation, and the publication of findings.

The personal information collected from classroom observations and interviews was exclusively used for research purposes and was guaranteed to remain confidential These measures were implemented to uphold respect for study participants while ensuring that the research was conducted ethically and legally.

This chapter emphasizes the significance of the research methodology, detailing every aspect including research design, participants, site, instruments, data collection, data analysis, and ethical considerations Each element was carefully documented to ensure clarity and rigor The findings of the study will be presented in Chapter 4.

FINDINGS AND DISCUSSION

CLIL teachers’ and students’ real practices in EBLs applying CLIL

The analysis of data from eight classroom observations provided insights into the actual practices of CLIL teachers and students in the context of English-based learning (EBLs) at QNU This data specifically examined various elements such as the utilization of English and Vietnamese, the incorporation of teaching aids, and the dynamics of individual, pair, and group work in the learning environment.

In a study involving eight classroom observations, it was found that both CLIL teachers and their students utilized English to a limited extent The primary use of English by CLIL teachers was focused on presenting vocabulary, definitions, and task instructions during lessons.

In Classroom Observation 5, the CLIL teacher initiated the lesson by prompting students to review vocabulary from the previous session, including terms like "package holiday," "airline tickets," and "travel insurance." Students vocalized these words, with the teacher correcting any pronunciation errors Subsequently, the teacher introduced additional vocabulary beyond the curriculum, such as "share price," "workforce," and "profit." As students responded with their own answers, they were encouraged to read complete sentences, while the teacher provided guidance on correct pronunciation.

Similarly, in both classroom observation 1 and 2, CLIL teachers paid great attention to ensuring that students pronounced subject terminology in English correctly, such as interest, expenses, promotions, administrative, etc

In classroom observations 3 and 4, it was evident that CLIL teachers predominantly utilized English to introduce key vocabulary from the textbook, including terms like luxuries, consumers, the law of increasing opportunity cost, and the production possibilities frontier Additionally, these teachers frequently encouraged students to articulate abbreviations in formulas in English, such as explaining that in Q = f (K, L), Q represents output, K signifies capital, and L denotes labor.

Classroom observations revealed that CLIL teachers frequently utilized English to present textbook definitions In one observation, a CLIL teacher initiated the lesson by defining key concepts, stating, “Economics of scale refer to the property whereby long-run average total cost falls as the quantity of output increases.”

Diseconomies of scale occur when long-run average total costs increase as output rises, while constant returns to scale indicate that these costs remain unchanged despite an increase in output Understanding these concepts—economies of scale, diseconomies of scale, and constant returns to scale—is essential for analyzing production efficiency and cost management in economics.

“Constant returns to scale” were mentioned in English

Classroom observations 2 and 8 highlight key economic concepts, such as the Marginal Product, defined as the extra output generated from utilizing an additional unit of a variable input Additionally, the term Gross Profit refers to a company's earnings from selling goods or services, excluding costs that are not directly tied to production.

Classroom observations reveal that CLIL teachers predominantly use English for instruction In one particular observation, the CLIL teacher initiated the lesson by prompting students to revisit vocabulary from the previous session, instructing them to "Read out loud the vocabulary."

In classroom observation 5, the CLIL teacher enhanced vocabulary learning by prompting students to “Complete the sentences below with words and phrases from the box.” Additionally, classroom observation 7 demonstrated the use of English instruction through engaging questions such as, “Can you think of any other ways of raising customer awareness?” and “If customers are looking at brochures, why should you leave them alone?”

Classroom observations revealed that CLIL teachers frequently utilized English to enhance students' listening and speaking skills Listening exercises were derived from the students' study materials In one instance, the CLIL teacher posed a discussion question in English: “What are the most important factors that contribute to a company’s success?” This approach encouraged student engagement and practice in real-world contexts.

In the lesson, the CLIL teacher focused on enhancing students' English skills by addressing their responses to questions, carefully correcting grammar and pronunciation errors The teacher then introduced key vocabulary related to the listening exercise, including terms such as "food miles," "run a business," "indulgence," and "sustainability." Additionally, the CLIL teacher guided students on the correct pronunciation of these words and provided explanations of their meanings in Vietnamese.

Students were then asked to listen twice, then they used English to answer the questions in the textbook

In classroom observation 5, the CLIL teacher facilitated a listening exercise where students listened twice before collaboratively working on answers during a third listening Observations from both classroom 5 and 7 revealed that while both teachers and students communicated in English and Vietnamese, the use of English was significantly less frequent than that of Vietnamese.

In the research involving eight classroom observations, speaking practice activities for students were only evident in observations 6 and 8 For instance, in observation 6, a CLIL teacher assigned the task of introducing a local product to visitors, prompting students to collaborate in groups and present their findings to the class The teacher ensured that every group member participated in the speaking task while observing, taking notes, and offering feedback, including corrections for mispronounced words Notably, all activities were conducted in English, highlighting the focus on language practice.

In Classroom Observation 8, the CLIL teacher encouraged students to deliver individual presentations on the topic "Introduce Yourself." Throughout the presentations, the teacher offered constructive feedback and corrected any English language mistakes made by the students.

The findings of the present study are in line with the studies of Meyer

Research by Llinares and Whittaker (2009) and Dalton-Puffer (2007) indicates that both CLIL teachers and students often fail to fully utilize the target language, which in this study is English During eight classroom observations, it was noted that CLIL teachers predominantly used English only for specific activities like presenting vocabulary, definitions, and instructions, rather than throughout the entire lesson This highlights a gap in the consistent use of English in CLIL settings.

CLIL teachers’ perception of CLIL implementation in EBLs

The interviews conducted with CLIL teachers reveal two key insights: their views on the importance of implementing CLIL and the challenges they face in its application.

4.2.1 CLIL teachers’ perceptions of the necessity of implementing CLIL

Interviews with four CLIL teachers revealed a unanimous agreement on the importance of implementing CLIL in education The teachers emphasized that CLIL not only enhances language proficiency for both educators and students but also significantly boosts students' job prospects.

4.2.1.1 Improvement of both teachers’ and students’ language proficiency

All four CLIL teachers unanimously acknowledged the importance of implementing CLIL in education, emphasizing its role in enhancing English language proficiency for both educators and students, particularly in vocabulary and pronunciation For example, Teacher 2 highlighted that in CLIL classes, students acquire essential English vocabulary relevant to their university majors, such as "downwards," "law of demand," and "normal goods," which requires a solid understanding of their meanings and pronunciations.

The CLIL method significantly enhances students' English vocabulary, including terms like "share price," "workforce," "profit," and "market share." As an educator, it's crucial to thoroughly understand the meanings, usages, and pronunciations of these words to effectively teach them This perspective is echoed by T2, highlighting a shared belief in the method's effectiveness.

T4 emphasized the importance of enhancing English vocabulary and pronunciation for both teachers and students She stated, "I need to verify the pronunciations, meanings, and usages of words before class," highlighting that this process allows her to review familiar words while also learning new ones.

The CLIL method significantly enhances students' vocabulary acquisition and pronunciation skills To effectively implement this approach, it is essential for CLIL teachers to possess a thorough understanding of the vocabulary and correct pronunciation before introducing these words to their students.

4.2.1.2 Increase in students’ job opportunities

CLIL (Content and Language Integrated Learning) significantly enhances students' job prospects by equipping them with valuable language skills Educators recognize that CLIL students often achieve fluency in at least one foreign language, which provides them with a competitive edge in the global job market As noted by T2, this method not only improves language proficiency but also prepares students for diverse career opportunities in an increasingly interconnected world.

“Students soon become familiar with subject terminology in English, which are very helpful for them in their future work.” Supporting that, T1 sated that,

“The subject matter provides students with a significant quantity of knowledge for future jobs, as well as strengthen their English proficiency to work in international environment.”

CLIL enhances English language proficiency and research skills, aiding students' integration into the global job market For instance, tourism students leverage their university knowledge and English skills to engage with international tourists, offering local tours and promoting regional attractions or products.

4.2.2 CLIL teachers’ perceptions of challenges of implementing CLIL

Interviews with CLIL teachers revealed three primary challenges in implementing Content and Language Integrated Learning: insufficient teacher qualifications, a lack of training opportunities for educators, and students' limited proficiency in English.

4.2.2.1 Teachers’ qualification insufficiency for implementing CLIL

The data collected from the CLIL teacher interview showed that these CLIL teachers only had the master’s degree and/or PhD degree in their fields

None of the CLIL teachers interviewed possessed a degree or pedagogical certificate in CLIL However, three out of four teachers had a minimum of two years of experience teaching CLIL For instance, T1 mentioned, “I have taught CLIL classes for 2 years,” while T4 noted, “I have experience in CLIL teaching for four years,” indicating that T4 had the most extensive CLIL teaching experience among the participants.

Besides, most of them had good English proficiency For example, T4 said that, “I got 980 scores on TOEIC certification and 7.0 scores on IELTS certification.” Similarly, T3 was at “7.0 scores on IELT certification”

Due to insufficient teacher qualifications for implementing Content and Language Integrated Learning (CLIL), educators struggled to effectively teach both subject content and English proficiency As a result, they predominantly relied on Vietnamese during instruction For example, one teacher noted, "I do not know how to explain some definitions in English."

In discussing market dynamics, terms such as "distort market" and "elasticity" are crucial, yet their meanings can sometimes be unclear T3 expressed a similar sentiment, noting difficulties in explaining specific terminology, such as "product line," in English Therefore, prioritizing the use of Vietnamese can enhance understanding and clarity in these discussions.

4.2.2.2 Lack of training opportunities for CLIL teachers

Findings from the CLIL teacher interview showed that none of four CLIL teachers received specific training in CLIL For example, T2 said that,

Many educators express limited opportunities to engage in seminars and training on CLIL teaching methods T3 noted a lack of time to explore research on CLIL, a sentiment echoed by T1 Additionally, T4 emphasized relying on personal teaching experiences as the main approach to implementing CLIL in their practice.

This means that although these CLIL teachers were teaching EBLs classes, they just used their own teaching experiences to implementing CLIL classes

All four CLIL teachers identified students' limited English proficiency as a significant challenge in implementing CLIL Teacher 1 noted that students' English skills are generally low, particularly in speaking and listening Similarly, Teacher 4 emphasized that most students struggle with English proficiency Teacher 3 added that while some students excel in speaking and listening, the majority face difficulties with reading and writing.

Many students in CLIL (Content and Language Integrated Learning) classes struggle with limited English proficiency, which poses a significant challenge to meeting the learning objectives of the CLIL approach that focuses on enhancing language skills This situation also complicates the task for CLIL educators, who must select appropriate teaching methods that align with their students' overall English language abilities.

4.2.2.4 Teachers’ solutions for the challenges

CONCLUSIONS AND IMPLICATIONS

Conclusion

This study investigated teaching and learning activities in English Business Lessons (EBLs) at QNU, focusing on the perceptions of CLIL teachers and students A total of 10 students and 4 CLIL teachers from the Faculty of Education and the Faculty of Business Administration participated Eight classroom observations provided valuable insights into the actual practices of CLIL educators and students during EBLs Furthermore, interviews with participants were conducted to explore their views on these educational activities.

Through the data analysis and discussion of the data collected from classroom observation and interviews, it can be seen in the following conclusion:

Data analysis of classroom observations indicates that both CLIL teachers and students predominantly used Vietnamese for communication, primarily relying on English for vocabulary, definitions, and instructions This reliance on Vietnamese was essential for ensuring student comprehension of complex concepts and enhancing communication during lessons The limited use of English was attributed to the challenging subject matter and the diverse English proficiency levels among students.

CLIL teachers primarily relied on limited teaching aids such as TVs, laptops, PowerPoint presentations, chalkboards, and textbooks, which may hinder student engagement and lead to boredom Furthermore, teachers often organized students for individual work rather than group activities, suggesting a preference for direct student engagement with tasks, while group work was utilized to promote collaboration and discussion among peers.

Interviews with CLIL teachers revealed unanimous support for the implementation of CLIL, highlighting its positive impact on both teachers' and students' English language proficiency, especially in vocabulary and pronunciation Teachers also recognized that CLIL enhances students' job prospects However, challenges such as inadequate qualifications, limited training opportunities for teachers, and students' low English proficiency were noted To overcome these obstacles, teachers advocated for specialized CLIL certification courses, participation in relevant workshops, and encouraging students to study vocabulary at home.

CLIL students experienced improved language proficiency and increased job opportunities through the program However, they faced challenges such as limited English skills and the complexity of subject-specific terminology in English To address these issues, CLIL students utilized online resources, including language learning apps and websites, engaged in enjoyable English activities, joined English clubs, and regularly reviewed essential subject terminology in English.

Pedagogical implications

In light of the study’s conclusions, the pedagogical implications for both CLIL teachers and their students should be taken into consideration

To enhance real practices in CLIL classrooms, teachers should focus on integrating English actively throughout their lessons This study emphasizes the importance of designing activities that promote speaking and listening in English, thereby encouraging students to engage more effectively with the language.

CLIL teachers should diversify their teaching aids beyond traditional tools like PowerPoint and blackboards by incorporating visual aids, multimedia, and online platforms to boost student engagement and cater to various learning styles Additionally, they should implement collaborative tasks that promote peer interaction and knowledge sharing To further develop students' self-study skills, particularly in speaking, teachers should dedicate time to individual tasks.

To effectively implement CLIL (Content and Language Integrated Learning), teachers must receive adequate training and qualifications Engaging in professional development opportunities, such as workshops and seminars, is essential for enhancing their understanding of the CLIL methodology Additionally, fostering a supportive and inclusive classroom environment is crucial, as it encourages students to take risks and learn from their mistakes in English For instance, T3 promotes interactive lessons by facilitating information exchange between teachers and students, allowing learners to freely express their ideas.

Besides, in order to help students’ limited English proficiency, CLIL teachers should encourage self-study and vocabulary preparation among students to supplement their language learning outside of class

To enhance their English proficiency, students can utilize popular learning apps like Duolingo and resources such as BBC Learning English, along with reading English books and watching movies to broaden their vocabulary and improve listening and speaking skills Additionally, to strengthen their understanding of subject-specific terminology, students should cultivate a habit of regularly reviewing vocabulary, such as organizing words by topic and practicing exercises in their textbooks.

Limitations

Despite the researcher's significant efforts, this study faced limitations due to the restricted number of classroom observations and interviews, time constraints, and unforeseen factors Specifically, only eight classroom observations were conducted, and the sample size for interviews was limited to four CLIL teachers and ten students.

The research findings are significant within the specific context of implementing Content and Language Integrated Learning (CLIL) in English-Based Learning (EBL) environments at QNU To enhance the reliability of the results, a larger-scale study involving more participants and a longer duration would be beneficial Furthermore, while the thesis discussion addresses key aspects of the three research questions, classroom observations reveal a broader range of issues related to actual teaching and learning practices in EBLs at QNU.

Suggestions for further research

Considering the contributions and limitations of the research, several suggestions for further studies have been made

A study focused on English business lessons at QNU, but it did not encompass other subjects Future research could broaden the scope to investigate additional lessons offered at QNU.

The study identified limited solutions proposed by CLIL students for learning subject terminologies in English Therefore, it would be beneficial for the researcher to provide recommendations or strategies to address this challenge effectively.

Finally, this study did not explore the teaching methods that teachers use in CLIL classrooms Thus, the types of teaching method in CLIL classes needs further study

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APPENDICES APPENDIX A CLASSROOM OBSERVATION CHECKLIS

5 Tolerant of using mother tongue