CURRENT CHALLENGES IN USING INTERACTIVE WEB TOOLS IN CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL)

АКТУАЛЬНЫЕ ПРОБЛЕМЫ ИСПОЛЬЗОВАНИЯ ИНТЕРАКТИВНЫХ ВЕБ-ИНСТРУМЕНТОВ В ПРЕДМЕТНО-ЯЗЫКОВОМ ИНТЕГРИРОВАННОМ ОБУЧЕНИИ

Ержанқызы Диана

магистрант, кафедра иностранных языков и переводческого дела, НАО Восточно-Казахстанский университет им. С. Аманжолова,

Республика Казахстан, г. Усть-Каменогорск

Ирина Юрьевна Ларионова

канд. пед. наук, профессор, НАО Восточно-Казахстанский университет им. С. Аманжолова,

Республика Казахстан, г. Усть-Каменогорск

АННОТАЦИЯ

Интеграция интерактивных веб-инструментов в предметно-языковое интегрированное обучение (Content and Language Integrated Learning, CLIL) революционизировала образовательные практики, предоставив возможности для повышения вовлеченности, содействия сотрудничеству и развития как языковых, так и предметных компетенций. Однако, несмотря на их потенциал, внедрение этих инструментов сопряжено с многочисленными трудностями, включая проблемы доступности, недостаточную подготовку учителей и несоответствие стандартам учебной программы. В данной статье рассматриваются ключевые вызовы, связанные с использованием интерактивных веб-инструментов в CLIL, на основе анализа соответствующей литературы и эмпирических данных. Также предлагаются рекомендации по преодолению этих препятствий и обеспечению эффективной интеграции технологий в CLIL-классах.

ABSTRACT

The integration of interactive web tools in Content and Language Integrated Learning (CLIL) has revolutionized educational practices, providing opportunities to enhance engagement, foster collaboration, and develop both linguistic and subject-specific competencies. However, despite their potential, the implementation of these tools presents numerous challenges, including accessibility issues, insufficient teacher training, and alignment with curriculum standards. This article examines the key challenges associated with using interactive web tools in CLIL, supported by a review of relevant literature and empirical findings. Recommendations are provided to address these obstacles and ensure effective integration of technology in CLIL classrooms.

Ключевые слова: Интерактивные веб-инструменты; Предметно-языковое интегрированное обучение (CLIL); Геймификация в образовани;, Педагогические технологии.

Keywords: Interactive web tools; Content and Language Integrated Learning (CLIL); Gamification in education; Pedagogical technologies.

In recent years, the integration of technology in education has opened new possibilities for enhancing learning experiences. One prominent area where technology has made a significant impact is Content and Language Integrated Learning (CLIL), a pedagogical approach that combines subject-specific instruction with language learning [1]. Interactive web tools, such as gamified quiz platforms, collaborative spaces, and multimedia applications, have proven invaluable in CLIL classrooms, fostering student engagement, creativity, and critical thinking [2]. However, despite their benefits, the effective implementation of these tools is not without challenges. This article explores the key problems associated with using interactive web tools in CLIL and offers recommendations to overcome them. Tools such as Quizlet, Kahoot, Edpuzzle, and Canva enable educators to create engaging, interactive lessons that support both content mastery and language development [3].

However, the integration of web tools into CLIL pedagogy is not without challenges. Issues such as unequal access to technology, insufficient training, and the complexity of aligning tools with dual-focus curricula hinder their effective use [4]. This article explores these challenges, drawing on existing research and practical observations to provide actionable solutions for educators and policymakers.

The integration of interactive web tools into Content and Language Integrated Learning (CLIL) has been widely studied as an innovative approach to modern education. Researchers emphasize the alignment between the dual-focused nature of CLIL and the capabilities of digital technologies to foster both linguistic and subject-specific competencies. Interactive web tools, such as Quizlet, Kahoot, Edpuzzle, and Canva, are often highlighted as transformative resources in CLIL classrooms. According to Dörnyei and Ushioda (2013), gamified tools like Quizlet and Kahoot increase student motivation by incorporating elements of competition and reward systems [5]. Similarly, Guichon and Wigham (2016) underscore the role of multimedia tools, such as Edpuzzle, in enhancing listening comprehension by integrating interactive checkpoints into video content [2]. Canva, as noted by Reinders and White (2010), fosters creativity and visual literacy, enabling students to integrate language learning with subject-specific projects like infographics and presentations [6]. Despite their benefits, several challenges hinder the effective implementation of web tools in CLIL. Research highlights the digital divide as a persistent issue, with unequal access to devices and internet connectivity limiting the inclusivity of such approaches (Selwyn, 2012) [4]. Furthermore, Hampel and Stickler (2015) identify a lack of teacher training as a critical barrier, with many educators feeling unprepared to integrate technology into their CLIL pedagogy effectively.

One of the primary challenges in implementing web tools in CLIL is the digital divide. Schools in underprivileged areas often lack sufficient technological infrastructure, such as high-speed internet and modern devices, making it difficult for both teachers and students to fully utilize web tools. Additionally, students from lower socioeconomic backgrounds may lack access to personal devices or reliable internet connections at home, exacerbating educational inequalities and limiting the reach of technology-enhanced learning.

Effective use of interactive web tools requires teachers to possess both technical and pedagogical expertise. Many educators report feeling unprepared to integrate these tools into their CLIL lessons effectively. Training programs often focus on the technical functionalities of tools but neglect their alignment with CLIL’s dual-focus approach, leaving educators to navigate this complexity independently. The lack of training is particularly acute in regions with limited resources for professional development. The enthusiasm for interactive web tools can sometimes overshadow pedagogical priorities. Teachers may use tools for their novelty or entertainment value, rather than as a means to achieve meaningful learning outcomes. For example, gamified platforms like Kahoot are excellent for reviewing vocabulary but may not address deeper cognitive or linguistic goals if not used strategically. This overreliance on technology risks diluting the educational value of CLIL [4].

Many web tools are designed for general educational purposes and may not align with the specific requirements of CLIL curricula. Teachers often need to adapt or supplement these tools to meet the dual objectives of content and language learning. This additional workload can be a significant barrier, particularly for educators already balancing demanding schedules. Technical difficulties, such as software glitches, platform crashes, or connectivity problems, can disrupt lessons and reduce the effectiveness of web tools. These issues not only frustrate teachers and students but also discourage the continued use of technology in the classroom. Concerns about data privacy and security further complicate the use of third-party platforms in educational settings. CLIL inherently requires students to process subject-specific content while simultaneously acquiring language skills. Adding interactive web tools into the mix can increase cognitive load, particularly for younger or less experienced learners. Complex interfaces or poorly designed activities may confuse students and detract from their focus on key learning objectives.

Despite the growing presence of technology in education, some educators and institutions remain hesitant to adopt interactive web tools. Resistance often stems from a preference for traditional teaching methods, skepticism about the effectiveness of digital tools, or concerns about the time and effort required to implement them.

This study uses a mixed-methods approach to explore the effectiveness and challenges of using interactive web tools in CLIL. The mixed-methods approach employed in this study provides a comprehensive framework to explore the role of interactive web tools in Content and Language Integrated Learning (CLIL). By combining quantitative surveys with qualitative interviews and observations, the methodology captures both measurable outcomes and nuanced insights into tool usage, effectiveness, and challenges. This dual approach ensures a balanced understanding of the impact of web tools on both educators and students in diverse CLIL settings. Ethical considerations, such as informed consent and confidentiality, safeguard participant rights and enhance the reliability of the findings. Ultimately, this methodology enables the identification of practical strategies to optimize the integration of technology into CLIL pedagogy, offering valuable implications for future research and classroom practice.

To address the challenges of using interactive web tools in CLIL, it is essential to invest in comprehensive teacher training that emphasizes both technical proficiency and pedagogical integration to align tools with CLIL objectives. Governments and institutions should work to bridge the digital divide by improving technological infrastructure and providing access to devices and internet for underprivileged students [6]. Educators should prioritize pedagogical goals over the novelty of technology, ensuring that tools serve as a means to enhance both language and content learning. Customizable resources and scaffolding strategies should be employed to reduce cognitive overload and support diverse learner needs. Finally, collaboration between educators, policymakers, and tool developers can help create flexible, culturally adaptive resources and robust assessment mechanisms to enhance the overall effectiveness of web tools in CLIL classrooms.

Interactive web tools hold significant potential for enhancing CLIL by fostering engagement, collaboration, and personalized learning experiences. However, challenges such as accessibility issues, insufficient training, and misalignment with curriculum standards must be addressed to unlock their full potential. By implementing targeted strategies, educators and institutions can overcome these obstacles and create a balanced, technology-enhanced CLIL environment.

Future research should focus on the long-term impact of web tools on learning outcomes and explore strategies for integrating these tools across diverse educational contexts. As technology continues to evolve, it is crucial to ensure that its use remains pedagogically grounded, promoting meaningful and effective learning experiences for all students.

Список литературы:

1. Coyle, D., Hood, P., & Marsh, D. (2010). CLIL: Content and Language Integrated Learning. Cambridge University Press.
2. Guichon, N., & Wigham, C. R. (2016). Interactive Learning through Digital Media: A CLIL Perspective. Journal of Educational Technology Research, 34(4).
3. Mehisto, P., Marsh, D., & Frigols, M. J. (2008). Uncovering CLIL: Content and Language Integrated Learning in Bilingual and Multilingual Education. Macmillan Education.
4. Selwyn, N. (2012). Education in a Digital World: Global Perspectives on Technology and Education. Routledge.
5. Dörnyei, Z., & Ushioda, E. (2013). Teaching and Researching Motivation. Routledge.
6. Reinders, H., & White, C. (2010). The Theory and Practice of Technology in Materials Development and Task Design. Language Learning & Technology, 15(3).