CLIL for the undergraduate students of engineering in teaching business English

Abstract

The present study is an experiment on the effectiveness of CLIL methodology for teaching Business English to undergraduate students. The experimental classroom adopted CLIL learning strategy at tertiary level so as to enable the learners to achieve proficiency in both subject knowledge and communication skills simultaneously. The aim is to facilitate the learners’ global carrier opportunities and internationalized higher studies gateways which can be achieved by concentrating on the content specific knowledge and communicative competency. A group of 60 students are taken into consideration and divided into two groups as control group and experimental group. The experimental group students are taught with CLIL methodology and the speaking skill of the learners are assessed after the periodical 5 hours of teaching. The speaking skills of both the groups were assessed based on their language production. It is found that CLIL students showed more interest in learning the subject and had an improved language style, fluency and high deliverance potential along with confidence.