The Design of Integrated Learning Model for CLIL-learners

Abstract

In this paper, we propose a learning model that is comprised of an advanced combination of pedagogic methods and techniques to realize a CLIL methodology at higher education institutions. Introduction of CLIL approach to the delivery of International Business discipline for the four-year students of the 1st cycle resulted in negative outcomes compared to the previous experience of teaching through non-CLIL courses. To reveal the reasons of discipline outcomes decrease we conducted several surveys for the CLIL course students and their course coordinator. Students completed an online test with close and open-ended questions; the course coordinator passed an oral interview. We carried out a quantitative and qualitative analysis of the data obtained and then identified the weaknesses of the CLIL course implementation. To improve the educational process, students’ performance and their learning outcomes, we developed an integrated learning model that is built on a CLIL methodology as a framework and flipped classroom activities, project-based learning as pedagogic tools for creating a blended learning environment. We assume that the use of this model will stimulate students in professional knowledge and skills acquisition and also drive them to continuous education, raise of self-efficacy and motivation.