The Effect of Content and Language Integrated Project (CLIP) Instruction through Co-Teaching on Electrical Engineering Students’ Vocabulary Knowledge for Professional Purposes

Authors
Kobra Tavassoli
Naime Khedri
Maryam Rahmatollahi
Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran
Abstract
The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: administering the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.


Keywords
Content and Language Integrated Learning (CLIL)
Co-Teaching
Professional Purposes
Vocabulary Knowledge