Content and Language Integrated Learning (CLIL) presents unique challenges in linguistically homogeneous university classrooms, particularly in fostering spontaneous spoken output. While students in my courses demonstrate significant gains in academic writing and structured presentations, informal, unplanned spoken interactions about course content remain underdeveloped. Drawing on the Balanced CLIL Framework (Brown & Christmas, unpublished), this presentation examines an action research project designed to address this gap through technology-enhanced language learning.

The study compares two pedagogical interventions in parallel CLIL courses: one class engages in peer-led oral quizzing on key vocabulary and concepts, while the other utilizes ChatGPT-based interactive speaking assignments that provide automated feedback on comprehensibility, pronunciation, and content accuracy. The presentation will outline the rationale behind these interventions, the methods used to assess their effectiveness—including pre- and post-course assessments and student feedback—and preliminary findings on their impact on language confidence and content retention. By integrating CALL strategies to promote spontaneous spoken engagement, this study seeks to contribute to ongoing discussions on achieving greater balance in CLIL instruction.