Clil method to teach academic vocabulary

Abstract

Developing academic vocabulary remains a challenge for most university students learning English as a second or foreign language, particularly in regions where traditional methodologies emphasize the isolated teaching of grammar and vocabulary. In response to this issue, the study investigated the potential of the Content and Language Integrated Learning (CLIL) approach to support the acquisition of academic vocabulary among university students. The research was conducted with 31fourth-cycle students enrolled in the Pedagogy of National and Foreign Languages at the Technical University of Cotopaxi. It adopted a quantitative research design, supported by qualitative data, within an exploratory, diagnostic, and descriptive framework. Instruments for data collection included an academic vocabulary pre-test and post-test, writing and speaking rubrics, and a revised observation guide for systematic classroom observation during a CLIL-based instructional unit. Quantitative findings showed statistically significant improvements in students’ academic vocabulary knowledge, as validated by higher post-test scores and reduced score variation, as well as progression from CEFR elementary levels (A1 and A2) toward two upper intermediate levels (B1 and B2). Qualitative findings further indicated positive development in students’ use of academic vocabulary in written and oral assignments, along with increased participation, self-confidence and motivation in classroom activities. These results suggest that the combination of content and language instructions within a single pedagogical framework fosters meaningful learning contexts that promote the retention and functional use of vocabulary. The study concludes that CLIL constitutes an effective methodology for developing academic vocabulary in EFL settings.