Connecting the Dots: Impact of CLIL on Vocabulary Size and Content Mastery in Higher Education

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Abstract

This study aimed at investigating the impact of Content and Language
Integrated Learning (CLIL) on higher education students’ vocabulary size
and content mastery. The study involved a sample of 58 students from
Middle East College in Omanduring the academic year 2019-2020. The
experimental group consisted of 28 students, while the control group
consisted of 30 students. The research instruments included a vocabulary
size test and a content mastery test. The results of this study revealed that
there was no statistically significant difference between the control and the
experimental groups’ scores in the vocabulary post-test and the delayed-test.
However, the vocabulary learning gain of the experimental group was
higher than that of the control group, which means that CLIL had a positive
impact on students’ vocabulary size, but this impact was not statistically
significant. Moreover, there were differences between the control and the
experimental groups’ scores in the content mastery test in favor of the
experimental group. However, they were not statistically significant
Original languageEnglish
JournalMulticultural Education
Volume7
Issue number9
DOIs
Publication statusPublished - 2021

Keywords

  • Content and Language Integrated Learning (CLIL), English language learning, vocabulary size, content learning, EFL, higher education

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