Teachers' and students' attitudes towards the use of content and language integrated learning approach in teaching second year students in the cooking program at Vung Tau Tourism Vocational College: Master of TESOL

Abstract

CLIL is one of the most innovative new approaches in the era of educational programs worldwide. CLIL has inherent advantages, and it genuinely benefits learners in various ways. Through a thorough literature review, the previous research mainly focuses on researching CLIL at primary, secondary, and some research on a university level. However, these researches ignored the students’ and teachers’ views on whether implementing CLIL in these institutions is effective. Primarily, no previous research has been conducted on using CLIL in a vocational school setting in Vietnam. For all the reasons above, it is necessary to achieve this research to fill in the research gap mentioned. A mix-research method is applied to evaluate and examine this topic. Two instruments, questionnaires and semi-structured interviews are used to collect data from the research subjects: 5 cooking teachers and 34 second-year students in the cooking class at the Vung Tau Tourism College. According to the findings, teachers and students tended to exhibit favorable attitudes toward CLIL implementation in the culinary class. These findings indicate that teaching content in a foreign language substantially affects the attitudes of both students and teachers. These attitudes included cognitive, affective, and behavioral components. However, because language serves as the primary medium of learning in CLIL, the limited English language proficiency of both teachers and students has caused certain difficulties in CLIL implementation. In addition, the results pointed out some differences between teachers’ and students’ attitudes toward CLIL in terms of self-study motivation, cultural learning awareness, and challenges in CLIL class