Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

Kód výsledku v IS VaVaI

<a href="https://www.isvavai.cz/riv?ss=detail&h=RIV%2F00216305%3A26220%2F25%3APU155548" target="_blank" >RIV/00216305:26220/25:PU155548 - isvavai.cz</a>

Výsledek na webu

<a href="https://tesl-ej.org/wordpress/issues/volume28/ej112/ej112a8/" target="_blank" >https://tesl-ej.org/wordpress/issues/volume28/ej112/ej112a8/</a>

DOI - Digital Object Identifier

<a href="http://dx.doi.org/10.55593/ej.28112a8" target="_blank" >10.55593/ej.28112a8</a>

Jazyk výsledku

angličtina

Název v původním jazyce

Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

Popis výsledku v původním jazyce

This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the linguistics and engineering study program. Two questionnaires were administered to 39 students and 15 technical subject teachers, focusing on their language levels, preferences, and experiences in learning and teaching technical subjects in English. Research results revealed positive perceptions among both groups regarding the development of language skills and subject knowledge, underscoring the importance of English as a lingua franca (ELF) in science and technology, enabling professionals from diverse linguistic backgrounds to collaborate and share findings effectively. Students highlighted the need for flexible instructional approaches to accommodate diverse learning preferences, and teachers emphasized the necessity of meticulous planning and consistent practice. Challenges identified included language barriers for both students and teachers, which can impede effective learning and teaching. The study draws attention to the need for heightened awareness of ELF of science and technology, recommending refined instructional approaches and enhanced support mechanisms to overcome language challenges and optimize CLIL implementation in engineering education.

Název v anglickém jazyce

Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

Popis výsledku anglicky

This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the linguistics and engineering study program. Two questionnaires were administered to 39 students and 15 technical subject teachers, focusing on their language levels, preferences, and experiences in learning and teaching technical subjects in English. Research results revealed positive perceptions among both groups regarding the development of language skills and subject knowledge, underscoring the importance of English as a lingua franca (ELF) in science and technology, enabling professionals from diverse linguistic backgrounds to collaborate and share findings effectively. Students highlighted the need for flexible instructional approaches to accommodate diverse learning preferences, and teachers emphasized the necessity of meticulous planning and consistent practice. Challenges identified included language barriers for both students and teachers, which can impede effective learning and teaching. The study draws attention to the need for heightened awareness of ELF of science and technology, recommending refined instructional approaches and enhanced support mechanisms to overcome language challenges and optimize CLIL implementation in engineering education.

Druh

J_SC - Článek v periodiku v databázi SCOPUS

CEP obor

—

OECD FORD obor

60201 - General language studies

Projekt

—

Návaznosti

I - Institucionalni podpora na dlouhodoby koncepcni rozvoj vyzkumne organizace

Rok uplatnění

2025

Kód důvěrnosti údajů

S - Úplné a pravdivé údaje o projektu nepodléhají ochraně podle zvláštních právních předpisů

Název periodika

TESL-EJ: Teaching English as a Second or Foreign Language

ISSN

1072-4303

e-ISSN

—

Svazek periodika

28

Číslo periodika v rámci svazku

4

Stát vydavatele periodika

US - Spojené státy americké

Počet stran výsledku

26

Strana od-do

„“-„“

Kód UT WoS článku

—

EID výsledku v databázi Scopus

2-s2.0-85217222510