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Students' and Teachers' Attitudes towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

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Title: Students' and Teachers' Attitudes towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics
Language: English
Authors: Eva Ellederová (ORCID 0000-0003-2375-9426), Valeriia Denysenko (ORCID 0009-0000-5995-267X)
Source: TESL-EJ. 2025 28(4).
Availability: TESL-EJ. e-mail: editor@tesl-ej.org; Web site: http://tesl-ej.org
Peer Reviewed: Y
Page Count: 26
Publication Date: 2025
Document Type: Journal Articles
Reports - Research
Tests/Questionnaires
Education Level: Higher Education
Postsecondary Education
Descriptors: Student Attitudes, Engineering, Information Science, Teacher Attitudes, Interdisciplinary Approach, Engineering Education, Content and Language Integrated Learning, Program Implementation, Universities, College Students, Faculty, Linguistics, Intellectual Disciplines, Scientific and Technical Information, English (Second Language), Second Language Learning, Foreign Countries
Geographic Terms: Czech Republic
ISSN: 1072-4303
Abstract: This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the linguistics and engineering study program. Two questionnaires were administered to 39 students and 15 technical subject teachers, focusing on their language levels, preferences, and experiences in learning and teaching technical subjects in English. Research results revealed positive perceptions among both groups regarding the development of language skills and subject knowledge, underscoring the importance of English as a lingua franca (ELF) in science and technology, enabling professionals from diverse linguistic backgrounds to collaborate and share findings effectively. Students highlighted the need for flexible instructional approaches to accommodate diverse learning preferences, and teachers emphasized the necessity of meticulous planning and consistent practice. Challenges identified included language barriers for both students and teachers, which can impede effective learning and teaching. The study draws attention to the need for heightened awareness of ELF of science and technology, recommending refined instructional approaches and enhanced support mechanisms to overcome language challenges and optimize CLIL implementation in engineering education.
Abstractor: As Provided
Entry Date: 2025
Accession Number: EJ1464026
Database: ERIC
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  Data: Students' and Teachers' Attitudes towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics
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  Data: <searchLink fieldCode="AR" term="%22Eva+Ellederová%22">Eva Ellederová</searchLink> (ORCID <externalLink term="https://orcid.org/0000-0003-2375-9426">0000-0003-2375-9426</externalLink>)<br /><searchLink fieldCode="AR" term="%22Valeriia+Denysenko%22">Valeriia Denysenko</searchLink> (ORCID <externalLink term="https://orcid.org/0009-0000-5995-267X">0009-0000-5995-267X</externalLink>)
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  Data: <searchLink fieldCode="SO" term="%22TESL-EJ%22"><i>TESL-EJ</i></searchLink>. 2025 28(4).
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  Data: 26
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  Data: This study examines the attitudes of teachers and students towards the implementation of content and language integrated learning (CLIL) in the interdisciplinary study program English in Electrical Engineering and Informatics at Brno University of Technology (BUT). It aims to explore the benefits, challenges, and strategies for CLIL in the linguistics and engineering study program. Two questionnaires were administered to 39 students and 15 technical subject teachers, focusing on their language levels, preferences, and experiences in learning and teaching technical subjects in English. Research results revealed positive perceptions among both groups regarding the development of language skills and subject knowledge, underscoring the importance of English as a lingua franca (ELF) in science and technology, enabling professionals from diverse linguistic backgrounds to collaborate and share findings effectively. Students highlighted the need for flexible instructional approaches to accommodate diverse learning preferences, and teachers emphasized the necessity of meticulous planning and consistent practice. Challenges identified included language barriers for both students and teachers, which can impede effective learning and teaching. The study draws attention to the need for heightened awareness of ELF of science and technology, recommending refined instructional approaches and enhanced support mechanisms to overcome language challenges and optimize CLIL implementation in engineering education.
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RecordInfo BibRecord:
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    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 26
    Subjects:
      – SubjectFull: Student Attitudes
        Type: general
      – SubjectFull: Engineering
        Type: general
      – SubjectFull: Information Science
        Type: general
      – SubjectFull: Teacher Attitudes
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      – SubjectFull: Interdisciplinary Approach
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      – SubjectFull: Engineering Education
        Type: general
      – SubjectFull: Content and Language Integrated Learning
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      – SubjectFull: Program Implementation
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      – SubjectFull: Universities
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      – SubjectFull: College Students
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      – SubjectFull: Faculty
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      – SubjectFull: Linguistics
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      – SubjectFull: Intellectual Disciplines
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      – SubjectFull: Foreign Countries
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      – SubjectFull: Czech Republic
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    Titles:
      – TitleFull: Students' and Teachers' Attitudes towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics
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