Analysis and insights into written competence of clil and non-clil programs in tertiary context

Nozimakhon Uralova

doi:10.47689/2181-1415-vol2-iss6/s-pp56-61

Abstract

In 2020 a new faculty was established at Yeoju Technical Institute in Tashkent. This faculty is the first in Uzbekistan that teaches learners dual-focused Content and Language Integrated Learning (CLIL) approach.The research was conducted within one academic year (2 semesters), in experimental and control groups that include CLIL and non-CLIL language learners. The chosen module was Introduction to Academic Writing that compares the writing performance of CLIL and non-CLIL students in terms of 3 dimensions: fluency, accuracy, and complexity of academic writing. The result of the research revealed that the CLIL group showed better results compared with non-CLIL students regarding the frequent usage of academic vocabulary, complexity in structure, and content of writing, demonstrating a more critical approach to the assigned topics.

Highlights

In recent years Content and Language Integrated Learning (CLIL), an approach in which subjects are taught and learnt in a language which is not a mother tongue of learners, has become increasingly widespread in private and state school sectors in Europe
The results revealed significant differences between the CLIL and non-CLIL groups
CLIL program group showed a dramatic improvement in terms of three writing dimensions, except grammatical competence which was found to have almost equal percentage with more error-free sentences

Summary

Introduction

In recent years Content and Language Integrated Learning (CLIL), an approach in which subjects are taught and learnt in a language which is not a mother tongue of learners, has become increasingly widespread in private and state school sectors in Europe. This educational approach is believed to bring many benefits to learners’ linguistic and metalinguistic abilities, enhance their motivational intensity, levels of concentration and problem-solving skills. In terms of linguistic competence, the research focuses on writing process, narrowing the scope to correlation between learners’ higher order thinking (HOT) skills and completing writing tasks successfully. Being a subset of language competences, writing is complex and characterized by these three dimensions:

Methods

Results

Conclusion