i
MINISTRY OF EDUCATION AND TRAINING
BA RIA VUNG TAU UNIVERSITY
---------THESIS
TRAN THI KIEU ANH
TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE
USE OF CONTENT AND LANGUAGE INTEGRATED
LEARNING APPROACH IN TEACHING SECOND YEAR
STUDENTS IN THE COOKING PROGRAM AT VUNG TAU
TOURISM VOCATIONAL COLLEGE.
Ba Ria – Vung Tau 2022
ii
MINISTRY OF EDUCATION AND TRAINING
BA RIA VUNG TAU UNIVERSITY
---------THESIS
TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF
CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN
TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT
VUNG TAU TOURISM VOCATIONAL COLLEGE
Submitted to the Postgraduate Institute in partial fulfillment of the Master’s degree in
TESOL
Course code: 8140111
By
Tran Thi Kieu Anh
Supervised by
Nguyen Hoang Tuan, Ph.D.
Ba Ria – Vung Tau 2022
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BA RIA VUNG TAU UNIVERSITY
POSTGRADUATE INSTITUTE
Ba Ria Vung Tau, July 2022
MASTER’S THESIS REPORT
Student name: TRAN THI KIEU ANH
Date of birth:
Major:
Sex: Female
Place of birth: 28/02/1979
Student code: 18114200
I- Thesis title:
TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF
CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN
TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT
VUNG TAU TOURISM VOCATIONAL COLLEGE
II-Objectives and contents:
This study explores teacher and student attitudes toward CLIL in teaching and
learning in the cooking program at the VTVC. The research objectives are as follows:
To find out the teachers' attitudes toward using CLIL in teaching the cooking
program at the VTVC.
To examine the students' attitudes toward using CLIL in learning the cooking
program at the VTVC.
To investigate any significant differences in the teachers’ and students’ attitudes
towardusing CLIL in the cooking program at the VTVC.
This study was conducted at the Vung Tau Tourism Vocational College. The
research focuses on the attitudes of teachers and students toward the use of CLIL in
teaching the cooking program at the Vung Tau TourismVocational College based in a
Vietnamese setting. The study subjects included 34 male and female sophomores and
five teachers working at the VTVC. The students are sophomores and have
compulsorily learned English for at least five years in secondary and high school. They
are supposed to be equal in English proficiency at the beginner level. The teacher
participants are currently working at VTVC. A mix-research method is applied to
evaluate and examine this topic. Two instruments, questionnaires and semi-structured
interviews are used to collect data from the research subjects: cooking teachers and
second-year students in the cooking class.
.
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III- Starting date: June 8, 2021
IV- Completing date: June 30, 2022
V- Academic supervisor:
NGUYEN HOANG TUAN, Ph.D.
ACADEMIC SUPERVISOR
SCHOOL HEAD
(full name, signature)
(full name, signature)
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CERTIFICATE OF ORIGINALITY
I certify my authorship of the Master’s Thesis submitted today entitled:
TEACHERS' AND STUDENTS' ATTITUDES TOWARDS THE USE OF
CONTENT AND LANGUAGE INTEGRATED LEARNING APPROACH IN
TEACHING SECOND YEAR STUDENTS IN THE COOKING PROGRAM AT
VUNG TAU TOURISM VOCATIONAL COLLEGE
In terms of the statement of requirements for Theses in Master’s programs issued by
Higher Degree Committee of Postgraduate Institute, Ba Ria Vung Tau University Ba
Ria Vung Tau province, June 2022
TRAN THI KIEU ANH
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RETENTION AND USE OF THE THESIS
I hereby state that I, Tran Thi Kieu Anh, being a candidate for the degree of
TESOL accept the requirements of the University relating to the retention and use of
Master’s Theses deposited in the Library.
In terms of these conditions, I agree that the original of my Master’s Thesis
deposited in the Library should be accessible for purposes of study and research, in
accordance with the normal conditions established by the Librarian for the care, loan,
and reproduction for theses.
Ba Ria Vung Tau, June 2022
Signature ……………………
TRAN THI KIEU ANH
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ACKNOWLEDGEMENTS
I would like to express my sincere thanks to those who have made great
contributions to my thesis completion.
First and foremost, I would like to express my profound gratitude to Dr. Nguyen
Hoang Tuan, my supervisor, for his valuable comments and suggestions during the
whole research process. His dynamism, enthusiasm, vision as well as his patience have
deeply inspired me. Without his support and guidance, this thesis would never have
been completed.
Secondly, I am very grateful to the school board of Vung Tau Tourism Vocational
College who have given me encouragement, support of time, and permission to
complete the MA course and implement this thesis there.
In particular, I would like to express my deepest gratitude to Amado, a very
sincere friend of mine, who always accompanied and willingly helped me throughout
the process of writing this thesis.
My sincere thanks also go to my friends and colleagues for all their help and
motivation. Finally, I would like to thank the research participants who have
contributed to this study.
Last but not least, I warmly thank my family for their countless support, greatest
sympathy, and unconditional love who have provided me strong spiritual and material
support.
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ABSTRACT
CLIL is one of the most innovative new approaches in the era of educational
programs worldwide. CLIL has inherent advantages, and it genuinely benefits learners
in various ways. Through a thorough literature review, the previous research mainly
focuses on researching CLIL at primary, secondary, and some research on a university
level. However, these researches ignored the students’ and teachers’ views on whether
implementing CLIL in these institutions is effective. Primarily, no previous research
has been conducted on using CLIL in a vocational school setting in Vietnam. For all
the reasons above, it is necessary to achieve this research to fill in the research gap
mentioned. A mix-research method is applied to evaluate and examine this topic. Two
instruments, questionnaires and semi-structured interviews are used to collect data
from the research subjects: 5 cooking teachers and 34 second-year students in the
cooking class at the Vung Tau Tourism College. According to the findings, teachers
and students tended to exhibit favorable attitudes toward CLIL implementation in the
culinary class. These findings indicate that teaching content in a foreign language
substantially affects the attitudes of both students and teachers. These attitudes
included cognitive, affective, and behavioral components. However, because language
serves as the primary medium of learning in CLIL, the limited English language
proficiency of both teachers and students has caused certain difficulties in CLIL
implementation. In addition, the results pointed out some differences between teachers’
and students’ attitudes toward CLIL in terms of self-study motivation, cultural learning
awareness, and challenges in CLIL class.
Keywords: attitudes, CLIL, culinary, tourism,vocational college
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TABLE OF CONTENTS
CHAPTER 1: INTRODUCTION .............................................................................. 1
1.1. Background to the study .................................................................................... 1
1.2. Statement of problems ....................................................................................... 3
1.3. Aims and objectives of the study .......................................................................4
1.4. Research questions ............................................................................................. 5
1.5. Scope of the study .............................................................................................. 5
1.6. Significance of the study .................................................................................... 5
1.7. Definition of the key term ..................................................................................6
1.8. Organization of the study ...................................................................................6
CHAPTER 2: LITERATURE REVIEW .................................................................. 8
2.1. Content and Language Integrated Learning (CLIL) ..........................................8
2.1.1.
Definition of CLIL ...................................................................................8
2.1.2.
The CLIL’s 4Cs Pedagogic Framework ..................................................9
2.1.3.
The main features of CLIL ....................................................................11
2.1.4.
Advantages and disadvantages of CLIL ................................................14
2.1.5.
Factors that influence a successful CLIL classroom ............................. 16
2.2. Language Attitudes and its components .......................................................... 21
2.2.1.
Affective attitudes .................................................................................. 21
2.2.2.
Cognitive attitudes .................................................................................22
2.2.3.
Behavioral attitudes ...............................................................................22
2.3. Previous research ............................................................................................. 23
2.4. Conceptual framework ..................................................................................... 28
CHAPTER 3: RESEARCH METHODOLOGY .................................................... 30
3.1. Research design ............................................................................................... 30
3.2. Research site ....................................................................................................30
3.3. Sample and sampling procedures.....................................................................34
3.4. Research instruments ....................................................................................... 36
3.4.1.
Questionnaire ......................................................................................... 36
3.4.2.
Semi-structured interview ......................................................................38
3.5. Data collection procedures ...............................................................................40
3.5.1.
Pilot test .................................................................................................40
3.5.2.
Data collection procedures ....................................................................40
3.6. Data analysis procedures.................................................................................. 40
3.7. Reliability and Validity .................................................................................... 41
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CHAPTER 4: RESEARCH RESULTS AND DISCUSSION ............................... 43
4.1. Results ..............................................................................................................43
4.1.1.
Students’ attitudes toward gamified English learning activities ...........43
4.1.2.
Teachers’ attitudes toward CLIL ........................................................... 52
4.2. Discussion ........................................................................................................57
4.2.1.
Students’ attitudes toward CLIL ............................................................ 57
4.2.2.
Teachers’ attitudes toward CLIL ........................................................... 61
4.2.3.
Significant differences in the teachers’ and students’ attitudes towards
the use of CLIL in the cooking program at the VTVC .........................................63
CHAPTER 5: CONCLUSION AND RECOMMENDATION ............................. 66
5.1. Summary of the main findings .........................................................................66
5.2. Pedagogical implications .................................................................................68
5.3. Limitations .......................................................................................................71
5.4. Recommendations for the further research ...................................................... 72
REFERENCES ............................................................................................................ 73
APPENDICES ............................................................................................................ 82
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APPENDICES
APPENDIX 1: QUESTIONNAIRE FOR RESPONDENTS
APPENDIX 2: BẢNG KHẢO SÁT DÀNH CHO SINH VIÊN
APPENDIX 3: INTERVIEW QUESTIONS FOR STUDENTS
APPENDIX 4: PHỎNG VẤN HỌC SINH (VIETNAMESE VERSION)
APPENDIX 5: INTERVIEW PROTOCOL FOR TEACHERS
APPENDIX 6: PHỎNG VẤN GIÁO VIÊN (VIETNAMESE VERSION)
APPENDIX 7: CLIL SAMPLE LESSON PLAN
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LIST OF TABLES
Table 2.1 Core features of CLIL.................................................................................... 13
Table 3.1 Western Culinary Course’s Curriculum ....................................................... 33
Table 3.2 Sample in research question 1 and research question 2 ............................... 35
Table 3.3 The demographic information of students ..................................................... 35
Table 3.4 Structure of Questionnaire - Part II .............................................................. 37
Table 3.5 Cronbach’s Alpha Score ...............................................................................42
Table 4.1 Total mean scores of student attitudes towards CLIL ...................................43
Table 4.2 The overall results of students’ attitudes toward CLIL .................................44
Table 4.3 Descriptive statistics of the cognitive aspect of CLIL ...................................47
Table 4.4 Descriptive statistics of the behavioral aspect of CLIL ................................ 50
Table 4.5 Descriptive statistics of affective aspect of CLIL ..........................................52
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LIST OF FIGURES
Figure 2.1 The Language Triptych (Coyle et al 2010, p.36) ........................................10
Figure 2.2 The 4Cs framework for CLIL (Coyle, 2005, p.7) .......................................11
Figure 2.3 Conceptual framework ................................................................................29
Figure 3.1 CLIL lesson plan (Lesca, 2012) ..................................................................33
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CHAPTER 1:
INTRODUCTION
This chapter provides the introduction to the current research, including
Background, statement of the problems, aims and objectives of the study, research
questions, research scope and significance and some terms mentioned in the research.
1.1. Background to the study
For many educational programs worldwide, a shift in job market demands and
social integration of language, learners necessitated an adjustment in the curriculum to
accommodate the shift in language use since English has gained widespread
acceptance as the world's de facto language, typically Total Physic Response (TPR),
Communicative Language Teaching (CLT), Project-based Learning (PBL), Contentbased Instruction (CBI), Content and Language Integrated Learning (CLIL), English
Medium Instruction (EMI). Among these, CLIL is one of the most innovative new
approaches. It is an "all-encompassing term" (Mourssi & Kharosi, 2014) that refers to
various educational techniques, including CBI, immersion, bilingual education, and
multilingual education. Generally, a wealth of research demonstrates that students
study academic or other subjects while simultaneously learning a foreign language at
school. According to some scholars, EFL teachers can use CLIL to create a classroom
climate that encourages students to interact with social issues, cultural complexities,
and language complications. According to SLA (Second Language Acquisition)
research, CLIL programs are more effective because they create settings for
naturalistic language instruction and acquisition, as well as the amount of time and
exposure provided to students who wish to use language in the classroom environment
(Dalton-Puffer & Smit, 2007). In summary, CLIL has inherent advantages and
genuinely benefits learners in various ways.
In 1994, David Mash, a multilingual and bilingual educational researcher, was
credited with the invention of CLIL (Coyle, et al 2010). This method is similar to but
not the same as language immersion or content-based teaching (Marsh, 2002). CLIL,
according to Ball (2006), is an umbrella term encompassing learning via any language
that is not the learner's native language. CLIL is a "dual-focused educational
approach" in which a foreign language is utilized for both subject and language
learning and teaching to increase content and language mastery to a particular degree
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(Marsh & Langé, 2000). This definition demonstrates that CLIL includes teaching the
subject via language and emphasizes the significance of the language used in teaching
content. CLIL instructors should be aware that content drives language acquisition
throughout their students' learning processes, and language serves as a vehicle to
acquire content.
This dual emphasis is thought to improve the linguistic capacity of the student,
risk-taking, meta-linguistic awareness, active participation, motivation, problemsolving, capacity to think, levels of concentration, meta-cognitive ability, autonomy,
study skills, and foster intercultural understanding and social awareness. CLIL is a
highly adaptable method that exists in various forms throughout the globe to meet the
economic, socio-political, and educational requirements of different settings. CLIL
establishes a genuine communication environment emphasizing meaning (Marsh &
Langé, 2000).
Empirical evidence suggests that CLIL increases language competency
(Lasagabaster, 2008). CLIL programs offer more and better quality exposure to the
foreign language, as CLIL provides a more natural learning environment than regular
EFL sessions. Indeed, CLIL mimics the conditions infants are exposed to while
learning their native language (Marsh, 2002). An emphasis on content, in this manner,
provides a purpose for language use while simultaneously decreasing anxiety,
resulting in safer learning and engagement environments. The advantages of integrated
learning in acquiring the target language are supported by research, which indicates
that CLIL students have a much better command of the foreign language than their
non-CLIL counterparts (Isidro, 2009, 2010). CLIL students outperform regular EFL
students (Lasagabaster, 2008).
Although CLIL has been around for more than 20 years and has been extensively
developed in Europe since the late 1990s (Coyle, et al 2010), it is still a novel
technique in Vietnam. Moreover, the application of CLIL seems to limit to some
extent. Some may claim that STEM education has received much attention in Vietnam
lately. However, rather than integrating content and language learning domains, this
interdisciplinary and practical method combines four particular disciplines - Science,
Technology, Engineering, and Mathematics - into a coherent learning paradigm
focused on real-world applications.
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The working committee of the National Foreign Language (NFL) Project,
previously known as Project 2020, recognized the importance of this approach and has
worked hard to promote it in both research and teaching practice in schools throughout
the nation (Government, 2008 - 2017). However, the application of this method in the
hospitality and vocational education field is low. Primarily, it lacks a qualified study of
CLIL in teaching and learning cooking programs in vocational education. Thus, the
demands for conducting such research to shed light on this research gap are worth
mentioning.
1.2. Statement of problems
Nowadays, English has become a prevalent language around the world. The
number of English users worldwide is now more than 700 million, which is an
astonishing number that proves the popularity of the English language and is the
primary language of international communication. So, it is believed that better English
ability will increase the opportunity to offer a good position in any multinational
company and the tourism industry, one of the biggest and most profitable industries.
Therefore, teaching English at the College of Tourism Vung Tau (VTVC) is extremely
important. The college has tried to find the optimal solutions for foreign language
learning, especially English for specific purposes (ESP). After many meetings to
discuss this issue, the management board and the foreign language department decided
to experiment with the CLIL program.
CLIL class was offered at VTVC in a cooking program recently. The school's
cooking and language teachers have thoroughly considered applying the CLIL method
in an actual class. They chose to be part of a CLIL program through some
understanding of its benefits. Language teachers believe CLIL's dual emphasis helps
provide a unique opportunity to build a complimentary link between language and
subject and authenticity of purpose that is frequently lacking in more typical language
classes (Pinner, 2013b). Meanwhile, content teachers think CLIL can offer students
the opportunity to gain an advantage in an increasingly competitive environment. For
example, participating in a CLIL program may allow students to stand out in the job
market and academic settings. In addition, CLIL is sometimes seen as an opportunity
for professional development, a new challenge, or a route to developing effective
social capital in the university community (Brown & Iyobe, 2014). Moreover, students
4
at VTVC were encouraged to enroll in CLIL classes. Some students who had attended
several CLIL classes pointed out that studying content in English gave them access to
a broader academic world than they could typically access in Vietnamese due to the
dominance of English in academic publishing. They also felt that they would be in a
better position to obtain and take advantage of opportunities to study abroad by doing
at least some of their undergraduate studies in English.
However, through a period of implementing the CLIL approach. Several issues
prompted the researcher to come up with the study. First, the content teacher is not
familiar with the CLIL teaching style. They were not involved in any official training
for the CLIL method before. Therefore, there should be strong coordination between
content and language in teaching with this method that the teacher needs to update to
achieve the teaching target. Second, the limited language ability of the lecturers is also
considered a barrier that makes the CLIL program ineffective. Next, maybe because
the English level of students is not equal in the class, especially those with low English
ability, the acquisition in CLIL class is limited.
In short, it is obvious that the teaching and learning by the CLIL approach at
VTVC is receiving many challenges and needs to be adequately evaluated. Therefore,
this research is vital for the author to investigate and examine the teachers’ and
students' attitudes (affective, cognitive, and behavioral attitudes) when implementing
the CLIL teaching method in cooking classes for second-year students. The ultimate
goal of this research aims to calculate the practical side of implementing CLIL in all
content classes in VTVC.
1.3. Aims and objectives of the study
This study explores teacher and student attitudes toward CLIL in teaching and
learning the cooking program at the VTVC. The research objectives are as follows:
To find out the teachers' attitudes toward using CLIL in teaching the cooking
program at VTVC.
To examine the students' attitudes toward using CLIL in learning the cooking
program at VTVC.
To investigate any significant differences in the teachers’ and students’
attitudes toward using CLIL in the cooking program at VTVC.
5
1.4. Research questions
The following research questions must be addressed to achieve the previously
mentioned goals:
1. What are the teachers' attitudes toward using CLIL in teaching the cooking
program at VTVC?
2. What are the students' attitudes toward using CLIL in learning the cooking
program at VTVC?
3. Are there any significant differences in the teachers’ and students’ attitudes
toward using CLIL in the cooking program at VTVC? If yes, what are they?
1.5. Scope of the study
The research focuses on the attitudes of teachers and students toward the use of
CLIL in teaching the cooking program at the Vung Tau Tourism College based in a
Vietnamese setting. The research does not generalize to all programs and institutions
in the Vietnamese educational system.
This study was conducted at the Vung Tau Tourism College at 459 Truong Cong
Dinh, Ward 7, Vung Tau City, Ba Ria – Vung Tau. The study subjects included 34
male and female sophomores and five teachers working at the VTVC. The students are
sophomores and have compulsorily learned English for at least five years in secondary
and high school. In addition, they have trained with 120 sessions in the General
English course in their first year. Even though they received a similar English
education, their English proficiency varied from Elementary to lower-intermediate
levels. The teacher participants are currently working at VTVC. A mix- method
research is applied to evaluate and examine this topic. Two instruments, questionnaires
and semi-structured interviews are used to collect data from the subjects of the
research: cooking teachers and second-year students in the cooking class.
1.6. Significance of the study
CLIL in teaching is not a new research aspect. Many scholars have conducted and
reviewed research on how effective the CLIL teaching methods in higher education
are. This study provides practical significance at the research school, namely
improving the teaching quality for the cooking program for vocational tourism
students.
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The ultimate goal of this research is to investigate if it is practical to implement
CLIL in teaching content classes in VTVC. Also, the study could help to re-adjust the
organization of teaching and learning English in the cooking industry and grasp the
actual needs of learners and teachers to adjust appropriately to reality. For this
purpose, the author helps set up reliable materials that the school manager can
consider when making related decisions.
1.7. Definition of the key term
To give a particular comprehension of the topics addressed, specific terminology
must be defined for this study:
Content and Language Integrated Learning (CLIL): CLIL is a method of
teaching learners a topic while learning a second language. Students may be taught a
scientific course in English; for example, they will learn about science and acquire
appropriate vocabulary and language skills. CLIL is not a method for simplifying
material or re-teaching what pupils already know in a new language. Successful CLIL
courses must genuinely combine language and content to achieve both the subject
matter and the language.
Attitude is a collection of actions, beliefs, and feelings toward a particular person,
event, object, or thing. Attitudes are frequently the consequence of education or
experience and may significantly impact behavior.
English for specific purposes (ESP) generally refers to teaching English to
university students or individuals already employed, emphasizing the specific
terminology and abilities required. For example, some ESP courses include English for
tourism, English for waiters, etc.
1.8. Organization of the study
There are five parts of this research study:
Chapter 1 serves as an introduction. Background information, the purpose of the
study, the aims and objectives, the research questions, the scope of the inquiry, the
significance of the study, definitions of key terms, and the thesis structure are all
included in the first chapter.
Chapter 2 is a research study that discusses CLIL methods for developing English
skills and their effectiveness in helping students to comprehend culinary topics in
English. This section also includes a summary of previous research done by both
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international and Vietnamese scholars. Finally, a conceptual framework is presented in
the literature review.
Chapter 3 describes the study's methodology. It includes the study design,
research location, sample and sample techniques, research equipment, data collecting
process, and data processing procedures.
Chapter 4 presents the study's findings based on data analysis from the
questionnaire and semi-structured interview. Data from prior discussion studies are
also compared and contrasted with the results of this study.
Chapter 5 summarizes the thesis's significant results, the study's implications, the
research's limitations, and suggestions for further investigation.
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