• ISSN: 2382-6282 (Print); 2972-3108 (Online)
    • Abbreviated Title: Int. J. Lang. Lit. Linguist.
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    • DOI: 10.18178/IJLLL
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HOME > Archives > 2025 > Volume 11 Number 5 (2025) >
IJLLL 2025 Vol.11(5): 227-232
DOI: 10.18178/IJLLL.2025.11.5.606

A Comparative Study on L2 Teaching in Engineering Universities from the Perspective of CLIL: A Practical Exploration Based on College Physics

Yu Shougang 1 and Yue Tieyan2
1. College of International Cooperation Education, Harbin Engineering University, Harbin 150001, China
2. School of Foreign Studies, Harbin Engineering University, Harbin 15001, China
Email: yushougang@hrbeu.edu.cn (Y.S.G.)
*Corresponding author

Manuscript received May 4, 2025; accepted July 22, 2025; published September 25, 2025.

Abstract—The Content and Language Integrated Learning (CLIL) approach has been increasingly favored globally. However, its application and empirical research in higher education are relatively scarce in China. This study adopted an experimental research method and, from a diachronic perspective, conducted an in-depth study on 243 freshmen participating in international cooperative education programs from a domestic engineering institution. It aims to compare the impacts of the CLIL teaching model based on University Physics and the ordinary academic model regarding students’ foreign language acquisition and L2 learning motivation. The results show that after one semester of study, foreign language teaching under the CLIL model can achieve remarkable results in enhancing students’ L2 writing skills, stimulating their L2 learning motivation, and increasing their interest in L2 learning. This study will provide a solid practical basis for further validating the significant value of the CLIL model in domestic college English teaching and subject-based teaching, and offer valuable reference for promoting the reform of college English teaching under the background of the construction of new liberal arts.

Keywords—Content and Language Integrated Learning (CLIL), L2 writing, L2 motivation, college physics

Cite: Yu Shougang and Yue Tieyan, "A Comparative Study on L2 Teaching in Engineering Universities from the Perspective of CLIL: A Practical Exploration Based on College Physics," International Journal of Languages, Literature and Linguistics, vol. 11, no. 5, pp. 227-232, 2025.

Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).

 

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