CA-CLIL: Teachers' and Students' Perceptions of Implementing CLIL in Tertiary Education

Oct 15, 2026

Uploaded by Đào

Technology-enabled teaching and internationalization have made language learning increasingly important at non-philological universities, yet technical programs often leave limited space for language classes. This paper examines teachers’ and students’ perceptions of CA-CLIL (Computer Assisted-CLIL) using Internet applications such as Learningapps, Kahoot, Mentimeter, and YouTube. Evidence comes from action research with questionnaires (65 students) and interviews with content teachers, including those below B2 English level, showing perceived fun, competitiveness, and additional learning benefits.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages15

Reading Time38 min

AccessFree to download

Abstract

Introduction

CLIL and CA-CLIL concepts

Role of technology and Internet applications

CA-CLIL: TEACHERS' AND STUDENTS' PERCEPTIONS OF IMPLEMENTING CLIL IN TERTIARY EDUCATION Jaroslava Štefková, 1 Mgr. , PhD. Institute of Foreign Languages, Technical University in Zvolen , Slovakia [jaroslava.stefkova@tuzvo.sk](jaroslava.stefkova@tuzvo.sk) ORCID: [https://orcid.org/0000-0001-6500-2558](https://orcid.org/0000-0001-6500-2558) Zuzana Danihelová,2 Mgr. , PhD. Institute of Foreign Languages, Technical University in Zvolen, Slovakia [zuzana.danihelova@tuzvo.sk](zuzana.danihelova@tuzvo.sk) ORCID: [https://orcid.org/0000000273924664](https://orcid.org/0000000273924664) Abstract. These days, languages at non-philological universities are becoming an important tool of internationalization. However, language classes seem to be an additional subject to the obligatory technical subjects, and they are not given enough space in the technical study portfolios. Therefore, CLIL (Content and Language Integrated Learning), which focuses on technical content, can be applied to expand students' language exposure. CLIL activities might be carried out by content teachers and language teachers. The content teachers not achieving B2 level in English need some support introducing the foreign language into the instruction. The use of English during classes can be encouraged by Internet applications where the language input from the content teachers is limited, however, the application-based teaching activities still achieve the task of the target language learning. The paper deals with the perceptions of Internet applications tailored to teachers' needs, providing students with content and language practice. It discusses the role and use of CA-CLIL (Computer Assisted-CLIL) applied intensively after the COVID-19 pandemic. Internet applications used in the class include Learningapps, Kahoot, Mentimeter, and Youtube. The views are supported by action research based on the questionnaire survey of the 65-student sample and interviews with content teachers. The interviews with content teachers suggest that regardless of their foreign language mastery, they can manage to use English via applications. In addition, the students also praise such an instruction method. The results show that the CA-CLIL is perceived welland brings additional benefits such as perceptions of fun and competitiveness to university education. 1 Corresponding author, responsible for conceptualization, methodology, investigation, writing-original draft, funding acquisition. 2 Co-author, responsible for writing – critical review & editing, visualization. © Author(s) . 2023. Published by Igor Sikorsky Kyiv Polytechnic Institute. This is an Open Access article distributed under the terms of the license CC BY 4.0 Keywords: computer-assisted language learning (CALL); Content and Language Integrated Learning (CLIL); internet applications; technology; Kahoot; [learningapps.org](learningapps.org); higher education. 1. INTRODUCTION In the last three years, we have realized the massive impact of technology in every aspect of our life, including education. University education was one of the sectors impacted by the Coronavirus/COVID-19 pandemic to an extraordinary extent. The situation naturally had a lot of positive and negative side effects. Education at every level was conducted exclusively online for variously long periods; students at universities for the longest time, depending on the country. The university students in Slovakia returned to school on February 28, 2022. During online teaching, all teachers became more familiar with online teaching software; in our case, it was MS Teams and other available web applications and tools to improve their teaching, such as Interactive Worksheets, Learningapps, Kahoot, or Mentimeter. The newly acquired skills persisted in being used even in face-to-face education. CLIL, or Content and Language Integrated Learning, is language education integrating content and language. It differs from the language for speci

FAQs

Why is CLIL considered a solution for universities with limited language-class time?

CLIL integrates technical content with language learning, allowing expanded language exposure without treating language classes as an additional burden on technical curricula.

Which Internet applications are used in the classroom for CA-CLIL?

The paper reports using Learningapps, Kahoot, Mentimeter, and YouTube as tools for content and target-language practice.

What research method and evidence are used to support the findings?

The study uses action research based on a questionnaire survey of 65 students and interviews with content teachers to examine perceptions and outcomes.

Oct 15, 2026

Uploaded by Đào