VietTESOL International Convention 2025

This study explores the implementation of Content and Language Integrated Learning (CLIL) in English for Business lessons at Quy Nhon University (QNU), focusing on actual classroom practices and the perceptions of teachers and students. The research involved four classes from the Faculty of Economics and Accounting and the Faculty of Finance, Banking and Business Administration. Data were collected through eight classroom observations and semi-structured interviews with four CLIL teachers and ten students. The findings revealed that, in practice, Vietnamese was predominantly used in the classroom, with limited use of English. Teachers mainly employed individual and group work activities, while teaching aids were used minimally. Despite these limitations, both teachers and students expressed positive attitudes toward CLIL, highlighting its role in improving English proficiency and enhancing students’ job opportunities. However, several challenges were identified, including teachers’ insufficient qualifications, lack of professional training, and students’ low English competence, particularly in dealing with subject-specific terminology. Both teachers and students suggested practical solutions to overcome these difficulties, emphasizing the need for more training, teaching resources, and language support. The study provides insights into the current state of CLIL implementation at QNU and proposes recommendations for improving its effectiveness in similar educational contexts.