Content and language integrated learning (CLIL) is still a growing area of research. In this study,
we investigated the effect of a one-semester CLIL intervention combined with English language
instruction on university students’ general English skills the associations between institutional and
individual factors and views on CLIL. A total of 105 students from two academic programs
(biology-chemistry, and physic-informatics) at a private university in Kazakhstan participated in
the study. Quantitative data were collected through two different instruments. MANOVA and
correlation analyses were carried out to analyze the data. A large effect of CLIL combined with
language instruction was observed on language gains. Additionally, the study identified two
factors that are significantly associated with student recognition of higher language and
disciplinary knowledge learning, more positive attitudes to and higher satisfaction with CLIL: being
a non-first-year student and having CLIL experience in pre-university education. In light of the
results obtained, our findings reinforce the case for integrating language instruction that includes
general, academic, and subject-specific goals in English-medium programs and courses in higher
education.
