Teachers' and Students' Attitudes towards the Use of Content and Language Integrated Learning in Improving Writing Skills

Abstract

Writing in a foreign language is a challenging task for learners. Many EFL students struggle to master this skill even in the later stages of their academic careers. Content and Language Integrated Learning (CLIL), as an innovative approach, offers a dual focus on content knowledge and language proficiency. This dissertation attempts to investigate the attitudes of teachers and students towards the use of CLIL in developing writing skills. The study aims to answer two main questions: (1) What attitudes do teachers have about the use of content and integrated language in developing learners' writing skills? (2) What attitudes do students have about the use of content and integrated language in developing their writing skills? A questionnaire was submitted to (10) teachers at Mila University Centre to understand their opinions on using CLIL methods to develop learners' writing skills, and another questionnaire was given to (70) third-year English students at the same university to measure their reactions and attitudes towards CLIL in improving their writing skills. This research employs a mixed-method approach, combining qualitative and quantitative data collection methods. The analysis revealed a positive reaction among teachers towards the use of CLIL in improving writing skills despite the many obstacles that teachers may face. Also, students' responses demonstrated a highly positive attitude towards CLIL for developing writing skills. Students expressed a strong desire for increased involvement in CLIL classes, highlighting its essential role in improving their writing skills. Therefore, It is recommended to offer students more opportunities to be engaged in CLIL classes, ultimately resulting in enhanced writing skills.