| Content and Language Integrated Learning (CLIL) is referred to as a teaching method that focuses on subject and language enhancement to face plurilingualism. It is a teaching method that Taiwan’s Ministry of Education assigned to be implemented in order to achieve their goal of making Taiwan a bilingual (Chinese-English) nation by 2030. This study employed a mixed method designed to explore: (1) Indonesian students’ experiences studying with CLIL approach based on the 4C CLIL model through observation and focus group discussion and (2) their perception of the CLIL classroom practices based on the Tripod questionnaire, which covers three dimensions: ‘clarify’, ‘confer’, and ‘challenge’. The study was conducted in a national university in Taiwan. Four classes were observed and six students participated in the focus group discussion, of which one was a master’s degree student and the remaining five were bachelor’s degree students. As many as 84 students filled out the questionnaire. The qualitative analysis indicated that Indonesian students experienced different CLIL classroom practices depending on their field of study and level of education. This research setting also showed a stronger focus on content rather than language aspects regarding CLIL classroom practices. The quantitative data showed moderate positive perceptions of CLIL among participants. Females and higher education level students had more favorable views. Both age and level of education seemed to influence the students' perceptions of the CLIL approach. The main practical implication indicates the importance of tailoring the CLIL approach to different education levels and majors of study. Thus, this study suggested further investigation and intervention to bridge the gap between students' expectations and the practices of CLIL in the classroom. |