Content and language integrated learning (CLIL): experiences and challenges of English preparatory school graduates in a Cambodian international university

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creativework.keywordsCambodian students; Content and language integrated learning; English preparatory schools; Mental exhaustion; Social awareness
dc.contributor.authorMacaraeg, Jonathan Marcos
dc.contributor.authorGallego, Marivic Cruz
dc.contributor.authorFerrera, Renz E.
dc.contributor.authorUlla, Mark Bedoya
dc.date.accessioned2026-09-10T05:43:33Z
dc.date.available2026-09-10T05:43:33Z
dc.date.issued2024
dc.descriptionFull text
dc.description.abstractThis study aims to understand how English Preparatory Schools (EPS) students perceive CLIL and the challenges they encounter. Ten participants were selected through purposive-convenience sampling. Data were gathered via online surveys and semi-structured interviews conducted through Google Meet. The findings reveal that while students generally view CLIL positively, they face significant challenges, primarily due to limited vocabulary and unfamiliarity with the teaching environment. Despite these difficulties, CLIL was found to enhance language proficiency, especially in listening skills, and fostered self-confidence and cultural awareness. However, the dual demands of learning content and language simultaneously led to mental exhaustion and struggle with technical terminology among these students. The study suggests that CLIL can be effective in improving English proficiency, but it also highlights the need for tailored support, such as vocabulary-building strategies and teacher training, to address the challenges students face. These findings have implications for curriculum development and pedagogical practices in CLIL programs.
dc.identifier.citationMacaraeg, J. M., Gallego, M. C., Ferrera, R. E., & Ulla, M. B. (2024). Content and language integrated learning (CLIL): experiences and challenges of English preparatory school graduates in a Cambodian international university. Social Sciences and Humanities Open, 10, 1-8. https://doi.org/10.1016/j.ssaho.2024.101165
dc.identifier.doihttps://doi.org/10.1016/j.ssaho.2024.101165
dc.identifier.issn25902911
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/2475
dc.language.isoen
dc.publisherElsevier Ltd
dc.sdgSDG 4
dc.sdgSDG 10
dc.subjectSecond language acquisition
dc.subjectEducation, Bilingual
dc.subject.ddcLanguage learning and teaching
dc.subject.ddcMulticultural education
dc.subject.lcshLanguage and languages--Study and teaching
dc.subject.lcshEnglish language--Study and teaching
dc.titleContent and language integrated learning (CLIL): experiences and challenges of English preparatory school graduates in a Cambodian international university
dc.typeArticle
dcterms.accessRightsOpen access
oaire.citation.endPage8
oaire.citation.startPage1
oaire.citation.volume10
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