Application of content and language integrated learning (CLILl) approach for English learning of secondary school Bhutanese students

Abstract

The objectives of this study were to 1) investigate the students language learning achievement in secondary schools with CLIL approach and 2) explore the language learning satisfaction of students with the lessons using CLIL approach in the study. Mixed methods were employed and Grade 11 Arts Bhutanese students were involved in the study using a clustered random sampling method. Four lesson plans of 100 minutes each (1 Lesson Plan = 2 Sessions) incorporating CLIL approach were used and taught 8 sessions (2 sessions per week) in the sample group within the time period of a month. The researcher collected the quantitative data through achievement tests (the pretest-posttest), the survey questionnaires and the qualitative data through classroom observation. The quantitative data were interpreted using inferential statistics with p˂0.05 level of significance. The mean value for the pretest and the posttest were 26.98 and 33.96 accordingly. Findings from the test scores affirmed the effectiveness of CLIL in learning the English language. The survey questionnaire results showed a high level of satisfaction using CLIL for language learning in terms of opinion on interest and opinion on confidence. The qualitative data from classroom observation were analyzed using coding system and three themes were found: 1) Enjoy Learning, 2) Active Participation, and 3) Subject Motivation. The research findings confirmed that CLIL approach enhances active language learning creating conducive learning atmosphere