Open AccessAnalysis and insights into written competence of clil and non-clil programs in tertiary context
Author(s) -
Nozimakhon Uralova
Publication year - 2021
Publication title -
society and innovations
Language(s) - English
Resource type - Journals
ISSN - 2181-1415
DOI - 10.47689/2181-1415-vol2-iss6/s-pp56-61
Subject(s) - content and language integrated learning , fluency , vocabulary , context (archaeology) , mathematics education , competence (human resources) , psychology , computer science , pedagogy , linguistics , foreign language , geography , social psychology , philosophy , archaeology
In 2020 a new faculty was established at Yeoju Technical Institute in Tashkent. This faculty is the first in Uzbekistan that teaches learners dual-focused Content and Language Integrated Learning (CLIL) approach.The research was conducted within one academic year (2 semesters), in experimental and control groups that include CLIL and non-CLIL language learners. The chosen module was Introduction to Academic Writing that compares the writing performance of CLIL and non-CLIL students in terms of 3 dimensions: fluency, accuracy, and complexity of academic writing. The result of the research revealed that the CLIL group showed better results compared with non-CLIL students regarding the frequent usage of academic vocabulary, complexity in structure, and content of writing, demonstrating a more critical approach to the assigned topics.