The effect of CLIL combined with language instruction on language learning and the role of individual and institutional factors in students’ perspectives: Empirical evidence from Kazakhstan

Abstract

Content and language integrated learning (CLIL) is still a growing area of research. In this study, we investigated the effect of a one-semester CLIL intervention combined with English language instruction on university students’ general English skills the associations between institutional and individual factors and views on CLIL. A total of 105 students from two academic programs (biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in the study. Quantitative data were collected through two different instruments. MANOVA and correlation analyses were carried out to analyze the data. A large effect of CLIL combined with language instruction was observed on language gains. Additionally, the study identified two factors that are significantly associated with student recognition of higher language and disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being a non-first-year student and having CLIL experience in pre-university education. In light of the results obtained, our findings reinforce the case for integrating language instruction that includes general, academic, and subject-specific goals in English-medium programs and courses in higher education.