Applying Content and Language Integrated Learning (CLIL) in Business English Education: An Exploratory Study on Pedagogical Strategies, Challenges, and Student Perceptions
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Abstract
This study investigated the application of Content and Language Integrated Learning (CLIL) in the English Listening and Speaking Skills for Business course for third-year Marketing undergraduates at a Thai university. It examined students’ perceptions of CLIL-based instruction, explored the challenges of integrating CLIL into Business English teaching, and proposed strategies to enhance its effectiveness. Using an exploratory sequential mixed-methods approach, qualitative data were first collected through a teacher’s journal and analyzed to inform the development of a questionnaire, which was then administered to 53 students to gather quantitative data. The findings indicated that CLIL facilitated students' comprehension and spoken communication of marketing concepts, fostered engagement by integrating language learning with their field of study, and increased valuable opportunities for students to learn and share knowledge about English and marketing with classmates. However, challenges such as the complexity of business terminology, the cognitive demands of dual-focused learning, and the extensive preparation required for instructional materials were identified. To address these issues, a team-teaching approach that integrates Business English instructors and subject-matter experts was proposed as a practical alternative to formal CLIL training. These findings contribute to ongoing research on CLIL and provide a structured framework for integrating it into Business English pedagogy in Thai higher education.
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