APPLYING CLIL TO ENHANCE BOTH ENGINEERING KNOWLEDGE AND TECHNICAL ENGLISH FOR ENGINEERING STUDENTS
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This study explores the use of Content and Language Integrated Learning (CLIL) to improve both engineering knowledge and technical English for Vietnamese university students. As English becomes increasingly important in technical professions, combining subject learning with language development offers a practical way to strengthen students’ global competence. A quasi-experimental design was conducted with two Mold Engineering classes (n = 55) at the Industrial University of Ho Chi Minh City. The experimental group learned using the CLIL method, in which English technical terms were introduced and explained alongside Vietnamese, while the control group followed the traditional learning method in Vietnamese. Data were collected from pre- and post-tests on technical English vocabulary, final exam results on subject knowledge, and a survey. Descriptive statistics and independent t-tests were used to analyze the data. The results showed that students who studied with CLIL made greater progress in their specialized English skills compared to the control group. Although the difference in engineering exam results was not statistically significant, CLIL helped maintain stable academic performance and encouraged more active learning. The study provides initial evidence that CLIL can be effectively applied in engineering education in Vietnam. This demonstrates that integrating technical content with English supports both language development and subject matter understanding, offering a useful approach for universities to enhance bilingual competence in engineering fields.
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