2017

Learning English as a foreign language is a major concern and a key goal of professionals, educational institutions at all levels, and governments. This quasi-experimental study reports the experience of using Content and Language Integrated Learning (CLIL) in Ecuadorian higher education context. Sixty-five students of business administration majors with A1 and A2 English Proficiency Level according to the Common European Framework Reference (CEFR) provided data through surveys and forms. Class objectives were reorganized, material was adapted and students' available resources were expanded to include authentic professional performances to the class learned through English as a foreign language for experimental groups. Control groups were given the class in Spanish and solved similar classroom activities. Quantitative analysis indicated there were no differences in content learning between experimental and control groups. Results were optimistic indicating development in language and general skills throughout the lessons and thus, changing their perception of subject-based learning through English positively.