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The Effects of Content and Language Integrated Learning (CLIL) Instruction on Grade 11 EFL Students’ Reading Comprehension
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Abstract
This
study examined the effects of content and language-integrated
learning instruction on grade 11 EFL students’ reading
comprehension. This study utilized a quasi-experimental research
design. To carry out this study, 37 private school EFL students
participated as experimental (N = 19) and control (N = 18) groups
in the academic year of 2022–2023 in both semesters. The
experimental group participants were instructed through a
language-driven CLIL-based reading instruction whereas the control
group followed conventional reading instruction. To gather data,
pretest-and posttest reading comprehension tests were applied. The
quantitative data from the pretest and the posttest was analyzed
using a t-test on SPSS. The results revealed that both the
experimental and the control groups were found homogenous during
the pre-intervention. Nevertheless, after the intervention, the
results indicated that experimental group students outperformed
significantly (p < .05) the control group students in reading
comprehension posttests showing the supremacy of soft-CLIL over the
conventional teaching reading method. Therefore, results were
consistent with predictions, and the implication behind the results
is that a Soft CLIL was effective in content or subject classrooms
to teach English reading comprehension. The results indicated that
CLIL instruction draws the attention of students. Finally, CLIL
instruction could be appropriate for teaching English reading
skills.
Title: The Effects of Content and Language Integrated Learning (CLIL) Instruction on Grade 11 EFL Students’ Reading Comprehension
Description:
Abstract
This
study examined the effects of content and language-integrated
learning instruction on grade 11 EFL students’ reading
comprehension.
This study utilized a quasi-experimental research
design.
To carry out this study, 37 private school EFL students
participated as experimental (N = 19) and control (N = 18) groups
in the academic year of 2022–2023 in both semesters.
The
experimental group participants were instructed through a
language-driven CLIL-based reading instruction whereas the control
group followed conventional reading instruction.
To gather data,
pretest-and posttest reading comprehension tests were applied.
The
quantitative data from the pretest and the posttest was analyzed
using a t-test on SPSS.
The results revealed that both the
experimental and the control groups were found homogenous during
the pre-intervention.
Nevertheless, after the intervention, the
results indicated that experimental group students outperformed
significantly (p < .
05) the control group students in reading
comprehension posttests showing the supremacy of soft-CLIL over the
conventional teaching reading method.
Therefore, results were
consistent with predictions, and the implication behind the results
is that a Soft CLIL was effective in content or subject classrooms
to teach English reading comprehension.
The results indicated that
CLIL instruction draws the attention of students.
Finally, CLIL
instruction could be appropriate for teaching English reading
skills.
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