Enhancing Syntactic Competency Of Engineering Students In English Using CLIL

Abstract

Content and Language Integrated Learning (CLIL) may be seen as a type of instruction where students can study foreign languages and specialized material concurrently, depending on the subject matter. By striking a balance between professional education and the acquisition of foreign language abilities, CLIL greatly enhances students' motivation, responsibility, and personal growth. CLIL is a type of bilingual education where students study foreign languages and subject material at the same time. Through teaching trials, the efficacy of the CLIL technique as an academic subject for second-year mechanical engineering students was examined in this study. Mechanical engineering second semester students are taken into consideration. Subject and English professors provided ideas for the "definitions" for the elements utilized in the Engineering Practice Lab, which were taken from the Professional English curriculum. Only mechanical engineering students taking English as a supplement are the topic of this study. The main research approach is educational experiments; alternative research methods include survey questionnaires that are used as pre- and post-tests at the start and finish of the study. Based on the survey questionnaire responses, a statistical assessment of the students' syntactic proficiency was conducted. The study's findings demonstrate students' interest in developing their definition-building abilities with favorable opinions on CLIL.