Implementing a Content and Language Integrated Learning in a Korean College Context

Abstract

The present study aimed at examining the implementation of Content and Language Integrated Learning (CLIL) in a Korean college context, focusing on class contents and student perceptions. The study used the class syllabus, all class materials, and an online questionnaire survey. For the participants, 51 Korean college learners participated in the study. In terms of student perception of CLIL classes, the findings of the study revealed that the students’ overall perception was positive, indicating that more than 70 percent of the students considered CLIL worthy to be taken. However, vocabulary was deemed the most difficult in CLIL classes rather than understanding concepts and listening in English. While some students stated that they could understand the importance of vocabulary to effectively comprehend the English lecture, others complained that they had to learn content with unknown vocabulary. Thus, the students preferred CLIL classes, using familiar topics in that the lecture was conducted in English. In addition, some students preferred to use both Korean and English in future CLIL classes because of their low English proficiency. Finally, the study concluded with suggestions for the successful implementation of future CLIL classes in Korean tertiary contexts.