Content and Language Integrated Learning: An Initial Case Study for Mold Engineering Courses at the Industrial University of Ho Chi Minh City, Vietnam

Abstract

Abstract: The purpose of this study is to assess the applicability and effectiveness of the content and language integrated learning (CLIL) method applied for the mold engineering subject at the Industrial University of Ho Chi Minh City (IUH). Given that traditional engineering programs place emphasis on developing the technical knowledge of students while overlooking the critical roles of English skills, engineering graduates tend to lack the wide scope of spoken and written communication skills in English that are necessary for working in a professional environment. In light of the limited length of the curriculum, integrating content and language is likely to be a real solution to the problem. Nonetheless, scant scholarly attention has been paid to the applicability of the CLIL method in engineering courses in Vietnam, notwithstanding that Vietnam has become a dynamic emerging country demanding a highly skilled engineering labor force. Following the quasi-experimental design, students have been assigned into two groups, the treatment group and the control group. A pre-test has beenconducted to assess the equivalence of the levels of English proficiency of students between groups before the intervention, the CLIL method. A post- test has then been performed with both groups to compare their levels of English proficiency after the intervention. Likewise, another post-test has also been performed with both groups to assess the effectiveness of the CLIL method in conveying the subject knowledge. A mini-survey has also been conducted to measure the satisfaction of students with the CLIL method. Implications for academicians and practitioners are provided. Keywords: CLIL, English teaching, Technical English, Mold engineering, Second language (L2), Quasi-experimental design