Marsh (2012) asserts that the use of Content and Language Integrated Learning (CLIL) inlanguage teaching at the higher education level has the potential to encourage learners toacquire language in an immersion-style setting, since the integration of language and contentprovides a substantive basis for language teaching and learning (p. 135). The contentprovides a motivational and cognitive foundation for language learning because it is ofinterest and value to the learner. In light of this, language learning by means of CLIL is notonly active, but also passive, and in this setting, the focus is primarily on acquisition asopposed to intention. Students learn by doing and using language as a tool of communicationand understanding. Hence, CLIL is also a means to assist in the development of analytic,reflective and hypothesizing skills. The real challenge is to keep students communicating andexchanging in the target language, while providing new information and methods to captureand keep their interest.This paper presents a pedagogical intervention whereby 170 Business English (BE) studentsin their first year of a two-year Business Administration and Management course at a Frenchvocational institution were given a professional oral presentation task-based on peercollaborative work. This task was designed to heighten their level of enthusiasm for languagelearning, while stimulating risk-taking and ultimately boosting confidence-building. In thecontext of English for Specific Purposes (ESP) and more precisely, a course with a BE focus,this study aims to analyze if and how a CLIL-based approach can be implemented to teach avariety of professional skills, while assisting students in the development of their metacognitive ability. In addition, the students’ input on their impressions of the task-basedpresentation intervention was sought to analyze whether or not CLIL methodology can serveas a setting to encourage the development of metacognitive skills.