Exploring teachers' role and student's perceptions of learning in CLIL

Abstract

The present study follows an action research approach. As proposed by Richards and Rodgers (2008), action research is relevant for the present study since we aim to explore how teachers’ role in CLIL lessons using a TBLT approach influence students’ perception of learning and learning outcomes. Findings from this study will also allow teachers to improve their teaching methodologies and provide researchers with potential issues for further empirical investigation.