Iranian Journal of Applied Linguistics

en The Effect of Content and Language Integrated Project (CLIP) Instruction through Co-Teaching on Electrical Engineering Students’ Vocabulary Knowledge for Professional Purposes The Effect of Content and Language Integrated Project (CLIP) Instruction through Co-Teaching on Electrical Engineering Students’ Vocabulary Knowledge for Professional Purposes تخصصي Special پژوهشي Research <div dir="ltr" style="text-align: justify;">The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: <a>administering</a> the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions. a</div> The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: <a>administering</a> the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.   Keywords: Content and Language Integrated Learning (CLIL), Co-Teaching, Professional Purposes, Vocabulary Knowledge Content and Language Integrated Learning (CLIL), Co-Teaching, Professional Purposes, Vocabulary Knowledge 150 173 http://ijal.khu.ac.ir/browse.php?a_code=A-10-918-9&slc_lang=en&sid=1 Kobra Tavassoli Kobra Tavassoli kobra.tavassoli@kiau.ac.ir 10031947532846002680 10031947532846002680 Yes Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran Naime Khedri Naime Khedri naimekhedri2951361@gmail.com 10031947532846002681 10031947532846002681 No Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran Maryam Rahmatollahi Maryam Rahmatollahi maryam.rahmatollahi@kiau.ac.ir 10031947532846002682 10031947532846002682 No Department of ELT, Karaj Branch, Islamic Azad University, Karaj, Iran Karaj Branch, Islamic Azad University