The Role Of Learning Strategies In Implementing Content And Language Integrated Learning (clil) Approach: Teachers' And Students' Attitudes And Perceptions

Résumé: The present study aims to examine the role of language learning strategies in the implementation of a Content and Language Integrated Learning (CLIL) approach. This descriptive study employs a mixed-methods design (triangulation), incorporating a questionnaire, interviews, and classroom observations, conducted at M'sila University during the academic year 2023-2024, which witnessed the implementation of the decision to replace French with English in Algerian universities. The study targeted a sample population of third-year students pursuing a degree in informatics systems within the MI department at M'sila University. The questionnaire was distributed to ninety-one students, while interviews were conducted with four teachers from various departments. Classroom observations were also carried out involving the same students sample and their respective teacher. The data collected from the questionnaire, which was adapted from Oxford's inventory, was analyzed quantitatively and presented in the form of tables. In contrast, the interview and observation data were analyzed qualitatively and presented in the form of paragraphs. The findings reveal that language learning strategies are present among CLIL students, aligning with CLIL features and potentially contributing positively to the implementation of the CLIL approach. However, the findings also highlight a lack of teacher involvement in the students' language learning process

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