Students’ and Teachers’ Attitudes Towards CLIL in the
Interdisciplinary Study Program English in Electrical
Engineering and Informatics

J 2025

Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

ELLEDEROVÁ, Eva a Valeriia DENYSENKO

Základní údaje

Originální název

Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics

Autoři

ELLEDEROVÁ, Eva a Valeriia DENYSENKO

Vydání

TESL-EJ: Teaching English as a Second or Foreign Language, Berkeley, 2025, 1072-4303

Další údaje

Jazyk

angličtina

Typ výsledku

Článek v odborném periodiku

Obor

60200 6.2 Languages and Literature

Stát vydavatele

Spojené státy

Utajení

není předmětem státního či obchodního tajemství

Odkazy

URL

Označené pro přenos do RIV

DOI

https://doi.org/10.55593/ej.28112a8

EID Scopus

2-s2.0-85217222510

Klíčová slova anglicky

CLIL methodology; interdisciplinary study program; questionnaire survey; lesson planning; language through learning

Příznaky

Mezinárodní význam, Recenzováno

Změněno: 5. 4. 2025 10:58, Mgr. Ing. Eva Ellederová, Ph.D.

Anotace

V originále

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.

Citovat

ELLEDEROVÁ, Eva a Valeriia DENYSENKO. Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics. TESL-EJ: Teaching English as a Second or Foreign Language. Berkeley, 2025, roč. 28, č. 4, 26 s. ISSN 1072-4303. Dostupné z: https://doi.org/10.55593/ej.28112a8.

@article{2489037,
   author = {Ellederová, Eva and Denysenko, Valeriia},
   article_location = {Berkeley},
   article_number = {4},
   doi = {https://doi.org/10.55593/ej.28112a8},
   keywords = {CLIL methodology; interdisciplinary study program; questionnaire survey; lesson planning; language through learning},
   language = {eng},
   issn = {1072-4303},
   journal = {TESL-EJ: Teaching English as a Second or Foreign Language},
   title = {Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics},
   url = {https://tesl-ej.org/wordpress/issues/volume28/ej112/ej112a8/},
   volume = {28},
   year = {2025}
}

TY  - JOUR
ID  - 2489037
AU  - Ellederová, Eva - Denysenko, Valeriia
PY  - 2025
TI  - Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics
JF  - TESL-EJ: Teaching English as a Second or Foreign Language
VL  - 28
IS  - 4
SN  - 10724303
KW  - CLIL methodology
KW  - interdisciplinary study program
KW  - questionnaire survey
KW  - lesson planning
KW  - language through learning
UR  - https://tesl-ej.org/wordpress/issues/volume28/ej112/ej112a8/
N2  - 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.
ER  -

ELLEDEROVÁ, Eva a Valeriia DENYSENKO. Students’ and Teachers’ Attitudes Towards CLIL in the Interdisciplinary Study Program English in Electrical Engineering and Informatics. \textit{TESL-EJ: Teaching English as a Second or Foreign Language}. Berkeley, 2025, roč.~28, č.~4, 26 s. ISSN~1072-4303. Dostupné z: https://doi.org/10.55593/ej.28112a8.

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