• Abdumutalliev Abdulakhad Abdusamad Ugli

  Author

Content and Language Integrated Learning (CLIL) is a style of teaching where language skills and content knowledge of a subject are taught together in order to help learners become successful in the global marketplace of academic and professional workplaces. This research looks into the impact of teaching using CLIL to tertiary engineering students in terms of educational attainment, learning a language, and students' satisfaction. To carry out this research, a combination of qualitative and quantitative data collection and analysis in the form of standardized tests and student grades, as well as completion of surveys, interviews, and direct classroom observations, was performed. The results show that students in the CLIL program achieved greater academic success, obtaining an average score of 82.5, compared to a score of 75.3 in the traditional courses. The CLIL participants also registered a 15% improvement in language proficiency, compared to the traditional program participants' 6% improvement. Classroom observations and student surveys also showed that 80 students were actively engaged in the classroom learning activities, and that 78 students were motivated to learn. Regarding the cognitive learning experiences and the lack of teaching materials and training for teachers, the students also mentioned that the CLIL was successful in integrating content and language. The results of this study indicate that in order to strengthen CLIL, a commitment to the redesign of the curriculum, in combination with the development of training courses for faculty to increase their knowledge of teaching and languages, is paramount to achieve success. This study also suggests that CLIL is a highly effective model for engineering educators to teach their students in order to prepare them for the global job market.

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