---

This small-scale study investigates (a) whether academic vocabulary compares in development with vocabulary breadth and depth for Iranian ESP/EAP learners and, if the answer is positive, (b) whether this trend of development happens across proficiency levels. Fifty-seven graduate students served as the subjects who were also divided into high and low groups based on whether they had acquired the most frequent 2,000 words. Multiple regression analysis results show much shared variance between breadth and depth tests, and academic vocabulary test for the participants as a whole group. Therefore, as learners’ vocabulary breadth and depth increase, so does their academic vocabulary. A similar finding is also observed for the high group and low group. However, the finding for the low group is contrary to our expectation. The results suggest more systematic vocabulary development for the high group, less for the participants as a whole group, and least in the low group. This investigation has some implications for language, and more particularly vocabulary, instruction for ESP/EAP purposes in Iran.
 

---

The current study aimed to explore the impact of content and language integrated project (CLIP)-based instruction on electrical engineering students’ vocabulary knowledge. To this end, a sample of 60 electrical engineering students was selected based on their performance on the Cambridge English Objective Proficiency Practice Test (CEOPPT). The participants were subsequently divided into two groups including an experimental and a control group. The study comprised five main stages: administering the proficiency test, conducting a vocabulary pretest, implementing the treatment, administering a vocabulary posttest, and administering a Content and Language Integrated Learning (CLIL) questionnaire. Both groups received CLIP/CLIL instructions over the period of eight sessions. The experimental group, however, received their instructions enriched by the assistance of co-teachers following a team model and supplemented by video-based instructions. At the end of the treatment, the vocabulary posttest and a questionnaire were used to collect the data. The results of a repeated-measures two-way ANOVA revealed that CLIP instruction delivered through co-teaching had a substantial positive effect on the electrical engineering students’ vocabulary knowledge. This finding was further corroborated by the results obtained from the CLIL/CLIP questionnaire, showing the participants’ positive attitude toward CLIP instructions.