An Investigation into Libyan EFL University Teachers’ Beliefs and Practices of Content Language Integrated Learning CLIL
DOI:
https://doi.org/10.37376/ajhas.vi3.7256Keywords:
lecturers, university, learning, Integrating, English, Content, LanguageAbstract
Abstract:
This study investigates the Libyan EFL university lecturers in implementing content and language integrated learning(CLIL) at Omar Al-Mukhtar University. The collection of qualitative data was achieved through class observations and semi-structured interviews with three lecturers, and the quantitative data were collected through questionnaire by forty lecturers. The findings indicated that the lecturers encountered various challenges in implementing CLIL approach. Some of these challenges were related to the student’s proficiency level and the vocabulary that was specific to each subject and used repeatedly in every lecture. This may prevent the students to improve their L2 (English). Additionally, some procedures were recommended to assist lecturers in overcoming these challenges in order to facilitate the implementation of CLIL method effectively.
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