LEARNING CONTENT IN A NON-NATIVE LANGUAGE: A CASE STUDY OF BLENDED LEARNING MODULES

This paper presents the results of a survey conducted among students of the Cracow University of Economics who were studying in a non-native language. The main goal of this survey was to examine students’ background, identify their needs, and outline the paths of future courses’ development in the direction of synchronous learning content and language (CLIL). The results showed that the students’ population was highly diversified when taking into account their language proficiency and preferred method of learning. When studying the content, some of them used teaching materials in their native language. Furthermore, most of them would require language support in the form of dictionaries with basic vocabulary. The results of this research can be a starting point for reorganization and extension of teaching materials in a way that will meet students’ needs and expectations.