Teachers and students´ perceptions on the factors that influence on the development of students’ writing skills when using the Content and Language Integrated Learning Approach (CLIL): a case of a bilingual school.

Abstract

This study aimed to determine whether factors like teachers’ inadequate training, inappropriate feedback and unwillingness to write have influenced the development of students’ writing skills in a context where the Content and Language Integrated Learning (CLIL) approach has been used. Furthermore, the students´ achievement level in writing skill through the First Certificate English (FCE) test can be determined. The sample included 62 students and 3 EFL teachers from three 3rd year International Baccalaureate classes at a private high school in the city of Machala, El Oro Province. The data was gathered by applying a questionnaire to both teachers and students. To corroborate the information given by the participants, class observations and interviews for the English teachers and school authorities were carried out. The findings show that the students’ writing proficiency level is low; moreover, the lack of meaningful and direct feedback and the scarce availability of CLIL material have affected students’ writing performance. Although most teachers are English native speakers graduated in teaching English, they lack training in CLIL implementation