THE ROLE OF CLIL IN ENHANCING ENGLISH PROFICIENCY IN STEAM SUBJECTS AMONG UZBEK STUDENTS

Abstract

This study investigates the role of Content and Language Integrated Learning (CLIL) in enhancing English proficiency among secondary school students studying STEAM (Science, Technology, Engineering, the Arts, and Mathematics) subjects in Uzbekistan. As the country promotes English-medium instruction in science and technology, the effectiveness of CLIL as a dual-focused educational approach becomes increasingly relevant. A quasi-experimental research design was employed, involving Grade 9 students in two Tashkent schools over a 16-week semester. One group received CLIL-based instruction, while the control group followed a traditional content-focused approach. Pre- and post-tests, classroom observations, and questionnaires were used to assess language gains and engagement. Results showed that students in the CLIL group demonstrated statistically significant improvement in English proficiency, particularly in vocabulary and listening comprehension. Qualitative data supported these findings, revealing higher levels of motivation, confidence, and academic English use. The study concludes that CLIL has strong potential for enhancing both language and subject learning in the Uzbek educational context and recommends broader implementation supported by curriculum development and teacher training.