## 5 Analysis of the Data Collected  
Via online video call, semistructured individual interviews with each participant were conducted. The interview was captured on camera and subsequently transcribed into text. The researcher conducted thematic analysis on the interview transcripts to determine the instructors' perspectives, knowledge, experiences, and values. The thematic analysis procedure consisted of six steps, including familiarization, coding, generating themes, reviewing themes, defining, and labeling themes, which were adapted from [PERSON], [PERSON], and [PERSON] [35]. As a result, for the first step, known as familiarization, the researcher read the material and took initial notes to become acquainted with the interview topic. The second step consisted of coding, which involves highlighting portions of the text to form abbreviated codes that explain the content. Therefore, the researcher developed a number of codes, including uncertainty, distraction, difficulty, student-centered, and severe weight, among others. The next phase was to generate themes; thus, the researcher summarized five themes before addressing each one in turn. The researcher then completed steps 4 to 6, which include reviewing themes, identifying and labeling themes, and writing up the findings. Theme 1: Positive students' performance, as shown in Figure 2.  
The majority of teachers viewed the performance of students in CLIL and TELL-integrated classrooms favorably. For example, in Question 24: \"How are students' reactions during the class?\" teachers provided five viewpoints on how technology enhanced student performance. Initially, it was believed that the utilization of TELL teaching materials caught students' attention because it offered more intuitive learning benefits and more educational resources. As some interviewees replied, \"Yes. Videos can show the topic directly and can draw students' attention\", or \"Yes. It will make the class diversified, get all the students more interested in the tasks. Help you attract their attention easier\". Second, TELL improved knowledge input and memory retention in the form of multimodal materials, such as video and audio, and many interviewers affirmed this; for example, a teacher mentioned, \"By using some interesting video clips or songs to get students motivated and try to sing or chant or read after the video clips or songs. They will quickly respond and think about the materials when they think about the knowledge\". Figure 2: Theme 1. In addition, a teacher recognized, \"I think from a student's point of view the online CLIL and TELL-integrated class can improve confidence. It is not as'scary' to answer questions as it can be in class if they are shy\". Therefore, TELL facilitated authentic and successful communication with native speakers by providing the option to communicate with them online, allowing students to improve language skills and gain confidence in their English-speaking abilities. The fourth objective was to make the original repetitive exercises as engaging as possible in the form of games in order to inspire students' passion and entice them to participate in the exercises. In accordance with the \"Culture\" part of the 4 Cs framework's expectations for CLIL, online tools, such as travel films and three-dimensional global maps, make it easier to learn about the cultures of different countries [38]. Therefore, as one of the participants noted, \"Students' attitudes can go both ways, of course, but usually in a positive manner\". Theme 2: The side effects on students, as shown in Figure 3.  
When teachers were questioned, \"Do you think TELL has any disadvantages?\" and \"What are the students' responses throughout class?\" most teachers could identify at least two unfavorable features of integrated instruction. The researcher found six negative aspects as a result. First, regarding physical health, one interviewee said that \"some parents may not encourage a significant amount of TELL learning, which will negatively impact children's concentration and eyesight\".