Integrating online simulations into CLIL approach to language instruction of students majoring in economics and finance

Distancing and lockdowns, the spread of distance learning and digitalization of many spheres are changing learners' way of thinking. Contraction of attention span, reduction of concentration span, clip thinking as well as competition in the labour market that forces students to start working while studying at university, the decreasing engagement and involvement in studying subjects not always directly related with the future professional activity, encourage teachers to use new approaches, techniques and educational tools. Content and Language Integrated Learning (CLIL) makes it possible to achieve two goals simultaneously, namely, to enhance foreign language competence and expand professional knowledge by means of language instruction. Gamification of CLIL techniques used in teaching English to EFL students majoring in Economics and Finance can make learning engaging and practice oriented. Besides, it can be used to develop such universal competencies as cooperation, critical thinking, project management, intercultural communication which can increase competitiveness of university graduates in the job market. The aim of the present study is to analyze the possibility of using gamification in the CLIL approach to teaching English to students majoring in Economics and Finance so as to enhance learner engagement and improve effectiveness of studying. The tasks are as follows: to summarize the main principles of gamification and CLIL and to theoretically substantiate the possibility of integration of simulation games into classes based on CLIL. On the basis of the theoretical analysis and empirical observation the author offers a typology of exercises used in teaching foreign languages designed in accordance with the requirements applied to CLIL materials.