Faisal Idris
Research Centre for Innovation in Teaching and Learning, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43000, Malaysia
Ehsan
Research Centre for Innovation in Teaching and Learning, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43000, Malaysia
Centre for Shaping Advanced and Professional Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43000, Malaysia
Ainil
Research Centre for Innovation in Teaching and Learning, Faculty of Education, Universiti Kebangsaan Malaysia (UKM), Bangi 43000, Malaysia
Writing accuracy remains a persistent challenge for EFL students in Indonesian vocational high schools, where grammar instruction is often decontextualized. Additionally, low language learning motivation further impedes proficiency, as conventional non-CLIL methods fail to provide meaningful engagement. Content and Language Integrated Learning (CLIL) presents a pedagogically sound alternative, merging subject content with language acquisition to create an interactive and cognitively enriching learning environment. This study explores the efficacy of CLIL in enhancing writing accuracy and language learning motivation among third-grade vocational high school students in Aceh, Indonesia. Employing a mixed-methods, quasi-experimental design, the 12-week intervention integrated CLIL-based lesson plans and e-modules adapted from the national curriculum. The instructional approach emphasized linguistic structures such as cause-and-effect clauses, active and passive voice, modal auxiliaries, and selected tenses (present, past perfect, and future tenses), with structured activities strategically designed to foster motivation. A total of 44 students participated. Writing accuracy was assessed using the Barkovska EFL CLIL assessment grid, while language learning motivation levels were measured through a structured questionnaire. Statistical analyses—including paired t-tests, 95% confidence intervals, and effect size computations—revealed minimal, non-significant differences between the experimental and control groups. These findings suggest that while CLIL enhances learner engagement, further pedagogical refinement and targeted teacher training are essential to optimize its impact on measurable language proficiency outcomes in vocational EFL settings.
[1] Coyle, D., Hood, P., Marsh, D., 2010. CLIL: Content and Language Integrated Learning. Cambridge University Press: Cambridge, UK. Available from: https://www.cambridge.org/core/product/identifier/9781009024549/type/book (cited 20 March 2025).
[2] de Larios, J.R., Coyle, Y., García, V., 2022. The effects of using cognitive discourse functions to instruct 4th-year children on report writing in a CLIL science class. Studies in Second Language Learning and Teaching. 12(4), 597–622. DOI: https://doi.org/10.14746/ssllt.2022.12.4.4
[3] Richards, J.C., Rodgers, T.S., 2014. Approaches and Methods in Language Teaching, 3rd ed. Cambridge University Press: Cambridge, UK.
[4] Puspitasari, E., Pratolo, B.W., Mahfiana, A.M.I., 2020. Teacher's Belief about the Implementation of Curriculum 2013 in English Language. Ethical Lingua: Journal of Language Teaching and Literature. 7(1), 101–111. DOI: https://doi.org/ 10.30605/25409190.171
[5] Yulistio, D., Fhitri, A., 2019. Improving Short Story Writing Skills Using the Genre Pedagogy, Scientific, and CLIL (Content and Language Integrated Learning) Learning Models in Grade XI Students of Senior High School No. 2 Bengkulu City [Peningkatan Kemampuan Menulis Cerpen Menggunakan Model Pembelajaran Pedagogi Genre, Saintifik, dan CLIL (Content and Language Integrated Learning) pada Siswa Kelas XI SMAN 2 Kota Bengkulu]. Jurnal Ilmiah KORPUS. 3(1), 9–20. DOI: https://doi.org/10.33369/jik.v3i1.7342
[6] Muhammad, K., Wahyu, S., Heru, S., 2020. The Influence of Genre Pedagogical and Content and Language Integrated Learning on Elementary Students' Writing Skills. Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia. 9(2), 168–175. DOI: https://doi.org/10.15294/seloka.v9i2.40099
[7] Foster, P., Skehan, P., 1999. The influence of source of planning and focus of planning on task-based performance. Language Teaching Research. 3(3), 215–247. DOI: https://doi.org/10.1191/136216899672186140
[8] Sulistiyo, U., 2016. Learning English as a Foreign Language in an Indonesian University: A Study of Non-English of Department Students' Preferred Activities Inside and Outside the Classroom. IJET (Indonesian Journal of English Teaching). 5, 1–26.
[9] Budianto, S., Sulistyo, T., Widiastuti, O., et al., 2020. Written corrective feedback across different levels of efl students' academic writing proficiency: Outcomes and implications. Studies in English Language and Education. 7(2), 472–485.
[10] Widiati, U., Cahyono, B.Y., 2006. The teaching of EFL writing in the Indonesian context: The state of the art. Jurnal Ilmu Pendidikan. 13(3), 139–150.
[11] Fitria, V.N., Susilawati, 2019. Video Sharing in Content and Language Integrated Learning (CLIL) Context: Fostering Junior High School students' productive skills. Proceedings of the Second Conference on Language, Literature, Education, and Culture (ICOLLITE 2018); 24–25 October 2018; Bandung, Indonesia. pp. 282–286. DOI: https://doi.org/10.2991/icollite-18.2019.62
[12] Dörnyei, Z., Al-Hoorie, A., 2017. The Motivational Foundation of Learning Languages Other Than Global English: Theoretical Issues and Research Directions. Modern Language Journal. 101(3), 455–568. DOI: https://doi.org/10.1111/modl.12408
[13] Alrabah, S., Wu, S., 2017. Promoting Writing Competence and Positive Attitudes among College Students in a CLIL English Course. International Journal of English Linguistics. 7(1), 58–68. DOI: https://doi.org/10.5539/ijel.v7n1p58
[14] Chumbay, J., Ochoa, J.F.Q., 2020. Language-Driven CLIL: Developing Written Production at the Secondary School Level. English Language Teaching. 13(8), 74–90. DOI: https://doi.org/10.5539/elt.v13n8p74
[15] Coyle, D., 2006. Content and language integrated learning: Motivating learners and teachers. Scottish Languages Review. 13(5), 1–18.
[16] Faisal, I., Ehsan, M.S.N., Ainil, S.N., 2025. Content and language integrated learning (CLIL) on the acquisition of writing skills in secondary education: a systematic literature review. Journal of Education and Learning (EduLearn). 19(3), 1449–1458. DOI: https://doi.org/10.11591/edulearn.v19i3.21974
[17] Nugroho, A., 2020. Content and Language Integrated Learning Practice in English for Accounting Course. International Journal of Emerging Technologies in Learning. 9(2), 172–181. DOI: https://doi.org/10.15642/IJET2.2020.9.2.172-181
[18] Mukadimah, H., Sahayu, W., 2021. Embedding Content and Language Integrated Learning (CLIL) into English for specific purposes curriculum for vocational high school. Jurnal Pendidikan Vokasi. 11(2), 204–212.
[19] Mackey, A., Gass, S.M., 2015. Second Language Research: Methodology and Design, 2nd ed. Routledge: New York, NY, USA.
[20] Creswell, J.W., Creswell, J.D., 2017. Research design: Qualitative, quantitative, and mixed methods approaches, 5th ed. Sage Publications: London, UK.
[21] Lo, Y.Y., Macaro, E., 2015. Getting used to content and language integrated learning: what can classroom interaction reveal? The Language Learning Journal. 43(3), 239–255. DOI: https://doi.org/10.1080/09571736.2015.1053281
[22] Pérez-Cañado, M.L., 2017. CLIL Teacher Education: Where do we Stand and Where do we Need to Go? In: Gómez, M.E., Johnstone, R. (eds.). Bilingual Education: Educational Trends and Key Concepts. Ministerio De Educacion, Cultura Y Deporte: Madrid, Spain. pp. 129–144.
[23] Park, H., 2023. Content-language integrated learning (CLIL) in EFL primary English writing based on coding theme. The Korea Association of Primary English Education. 29(4), 179–200. DOI: https://doi.org/10.25231/pee.2023.29.4.179
[24] Ebenberger, A., 2017. Developing Individual Language Competences via Task-Based Learning and Content and Language Integrated Learning (CLIL). Lublin Studies in Modern Languages and Literature. 41(1), 174–190. DOI: https://doi.org/10.17951/lsmll.2017.41.1.174
[25] Meyer, O., 2010. Towards quality CLIL: successful planning and teaching strategies. Pulso Revista de educación. 33, 11–29. DOI: https://doi.org/10.58265/pulso.5002
[26] Navarro-Pablo, M., López Gándara, Y., 2020. The effects of CLIL on L1 competence development in monolingual contexts. The Language Learning Journal. 48, 18–35. DOI: https://doi.org/10.1080/09571736.2019.1656764
[27] Yadi, K., Yayan, S., 2017. Improving students' factual report writing skill by using content and language integrated learning (CLIL) Method. Indonesian EFL Journal. 3(1), 21–30. DOI: https://doi.org/10.25134/ieflj.v3i1.650
[28] San Isidro, X., Lasagabaster, D., 2022. Students' and families' attitudes and motivations to language learning and CLIL: a longitudinal study. Language Learning Journal. 50(1), 119–134. DOI: https://doi.org/10.1080/09571736.2020.1724185.
[29] Doiz, A., Lasagabaster, D., Sierra, J.M., 2014. CLIL and motivation: The effect of individual and contextual variables. Language Learning Journal. 42(2), 209–224. DOI: https://doi.org/10.57087/Verbeia.2021.4395
[30] Sylvén, L.K., 2017. Motivation, second language learning and CLIL. In: Llinares, A., Morton, T. (eds.). Applied Linguistics Perspectives on CLIL. John Benjamins: Amsterdam, Netherlands. pp. 51–56.
[31] Dornyei, Z., Ushioda, E., 2014. Teaching and Researching Motivation, 2nd ed. Routledge: London, UK.
[32] Pladevall-Ballester, E., 2019. A longitudinal study of primary school EFL learning motivation in CLIL and non-CLIL settings. Language Teaching Research. 23(6), 765–786. DOI: https://doi.org/10.1177/1362168818765877
[33] Hu, H., Ehsan, M.S.N., Harwati, H., 2023. Sustaining Content and Language Integrated Learning in China: A Systematic Review. Sustainability. 15(5), 3894. DOI: https://doi.org/10.3390/su15053894
[34] Navarro Pablo, M., 2018. Are CLIL Students More Motivated? An Analysis of Affective Factors and their Relation to Language Attainment. Porta Linguarum Revista Interuniversitaria de Didáctica de las Lenguas Extranjeras. 29, 71–90. DOI: https://doi.org/10.30827/Digibug.54023
[35] Kanoksilapatham, B., Khamkhien, A., 2022. CLIL implemented and scaffolded in an EFL higher education context: Engineering research methodology course. Indonesian Journal of Applied Linguistics. 11(3), 502–514. DOI: https://doi.org/ 10.17509/ijal.v11i3.36913
[36] Coelho, M., 2017. Scaffolding Strategies in CLIL Classes–supporting learners towards autonomy. In: Ribeiro, M.C.A., Gonçalves, A., Silva, M.M., (eds.). Languages and the Market: A ReCLes.pt Selection of International Perspectives and Approaches. ReCLes.pt: Lisbon, Portugal. pp. 106–114.
[37] Hu, H., Harwati, H., Li, X., 2025. Bridging language and learning: A CLIL-ized TMI model for international students in traditional Chinese medicine. Journal of Medical Education Development. 18(1), 140–146.
[38] Del Pozo Beamud, M., 2021. Are CLIL Teachers-to-be Motivated? A Qualitative Study. Babel – AFIAL: Aspectos de Filoloxía Inglesa e Alemá. 30, 47–67. DOI: https://doi.org/10.35869/afial.v0i30.3702
[39] Zaripova, R., Salekhova, L., Grigoriev, S., et al., 2019. Increasing academic motivation through Integrated Language and Content Learning (CLIL) and Information and Communication Technologies mediated by the constructivist approach. Dilemas Contemporáneos: Educación, Política y Valores. 6, 1–12.
[40] Mahan, K.R., 2020. Teaching Content and Language Integrated Learning (CLIL): Classroom practices and student perspectives in three Norwegian classrooms [PhD Thesis]. University of South-Eastern Norway: Kongsberg, Norway.
[41] Hita, S., 2021. Implementing CLIL in the Foreign Language Class: Teaching English through History [MSc thesis]. Hellenic Open University: Patras, Greece.
[42] Evi, P., 2016. Classroom Activities in Content and Language Integrated Learning. Journal of Foreign Language Teaching and Learning. 1(2), 1–13. DOI: https://doi.org/10.18196/ftl.129
[43] Dörnyei, Z., 2007. Research methods in applied linguistics. Oxford University Press: Oxford, UK.
[44] Nunan, D., 1990. Second Language Classroom Research. ERIC: Washington, DC, USA.
[45] Yunisrina, Q.Y., Nurul, I., Mutiarani, 2020. Teachers' reinforcement: Building students' motivation to learn English. International Journal of Language Studies. 14(4), 105–128.
[46] Ehsan, M.S.N., 2019. The Effects of Differentiated Instruction on Students' Language Attitude and Critical Thinking in an ESL Context [PhD Thesis]. University Of Sheffield: Sheffield, UK.
[47] Edelsbrunner, P.A., Simonsmeier, B.A., Schneider, M., 2024. The Cronbach's Alpha of Domain-Specific Knowledge Tests Before and After Learning: A Meta-Analysis of Published Studies. Educational Psychology Review. 37(1), 1–43. DOI: https://doi.org/10.31234/osf.io/m8d7t
[48] Malapane, T.A., Ndlovu, N.K., 2024. Assessing the Reliability of Likert Scale Statements in an E-Commerce Quantitative Study: A Cronbach Alpha Analysis Using SPSS Statistics. Proceedings of the 2024 Systems and Information Engineering Design Symposium (SIEDS); 03 May 2024; Charlottesville, VA, USA. IEEE: New York, NY, USA. pp. 90–95. DOI: https://doi.org/10.1109/SIEDS61124.2024.10534753
[49] Barkovska, I., 2012. CLIL Secondary School. In: Quartapelle, F. (ed.). Assessment and Evaluation in CLIL. Ibis: Como, Italy. pp. 117–126.
[50] Mashuri, S., Sarib, M., Rasak, A., et al., 2022. Semi-structured Interview: A Methodological Reflection on the Development of a Qualitative Research Instrument in Educational Studies. IOSR Journal of Research & Method in Education (IOSR-JRME). 12(1), 22–29. DOI: https://doi.org/10.9790/7388-1201052229
[51] Cardno, C., 2019. Policy Document Analysis: A Practical Educational Leadership Tool and a Qualitative Research Method. Educational Administration: Theory and Practice. 24(4), 623–640. DOI: https://doi.org/10.14527/kuey.2018.016
[52] Onwuegbuzie, A., Leech, N., Collins, K., 2015. Qualitative Analysis Techniques for the Review of the Literature. The Qualitative Report. 17, 56.
[53] Hamed, A., 2023. Qualitative Document Analysis of Teacher Appraisal Practice in Omani Schools: Identifying Challenges for Best Practices. Journal of Southwest Jiaotong University. 58(2), 713–727. DOI: https://doi.org/10.35741/issn.0258-2724.58.2.67
[54] Liu, S., Zu, Y., 2024. Evaluation Models in Curriculum and Educational Program - A Document Analysis Research. Journal of Technology and Humanities. 5(1), 32–38. DOI: https://doi.org/10.53797/jthkkss.v5i1.4.2024
[55] Melekhina, E., Kazachikhina, I., 2021. CLIL Works In Teaching ICT In Pre-Service Language Education. In: Kolmakova, O., Boginskaya, O., Grichin, S. (eds.). Language and Technology in the Interdisciplinary Paradigm, vol 118. European Proceedings of Social and Behavioural Sciences. European Publisher: London, UK. pp. 460–467. DOI: https://doi.org/10.15405/epsbs.2021.12.57
[56] Yang, W., 2019. Evaluating Contextualized Content and Language Integrated Learning Materials at Tertiary Level. Latin American Journal of Content & Language Integrated Learning. 11(2), 236–274. DOI: https://doi.org/10.1007/s42321-021-00091-5
[57] Llinares, A., Nikula, T., 2024. CLIL students' production of cognitive discourse functions: Comparing Finnish and Spanish contexts. Language and Education. 38(3), 381–400. DOI: https://doi.org/10.1080/09500782.2023.2211049
[58] Lasagabaster, D., Doiz, A., 2017. A Longitudinal Study on the Impact of CLIL on Affective Factors. Applied Linguistics. 38(5), 688–712. DOI: https://doi.org/10.1093/applin/amv059
[59] Tsuchiya, K., Pérez Murillo, M.D., 2019. Content and language integrated learning in Spanish and Japanese contexts: Policy, practice and pedagogy. Palgrave Macmillan: London, UK.
[60] Banegas, D.L., del Pozo Beamud, M., 2020. Content and Language Integrated Learning: A Duoethnographic Study about CLIL Pre-Service Teacher Education in Argentina and Spain. RELC Journal. 53(1), 151–164. DOI: https://doi.org/10.1177/0033688220930442
[61] Coyle, D., Meyer, O., 2021. Beyond CLIL: Pluriliteracies teaching for deeper learning. Cambridge University Press: Cambridge, UK.
[62] San Isidro, X., Lasagabaster, D., 2019. The impact of CLIL on pluriliteracy development and content learning in a rural multilingual setting: A longitudinal study. Language Teaching Research. 23(5), 584–602. DOI: https://doi.org/10.1177/1362168817754103.
[63] Otwinowska, A., Foryś, M., 2017. They learn the CLIL way, but do they like it? Affectivity and cognition in upper-primary CLIL classes. International Journal of Bilingual Education and Bilingualism. 20(5), 457–480. DOI: https://doi.org/10.1080/13670050.2015.1051944
[64] Lo, Y.Y., Lui, W.-M., Wong, M., 2019. Scaffolding for cognitive and linguistic challenges in CLIL science assessments. Journal of Immersion and Content-Based Language Education. 7(2), 289–314.
[65] Martínez-Adrián, M., Gutiérrez-Mangado, M.J., Gallardo-del-Puerto, F., et al., 2021. Language-related episodes by young CLIL learners. Language Teaching for Young Learners. 3(2), 214–245. DOI: https://doi.org/10.1075/ltyl.20005.mar
[66] Shapiro, S.S., Wilk, M.B., 1965. An analysis of variance test for normality (complete samples). Biometrika. 52(3–4), 591–611. DOI: https://doi.org/10.1093/biomet/52.3-4.591
[67] Orcan, F., 2020. Parametric or Non-parametric: Skewness to Test Normality for Mean Comparison. International Journal of Assessment Tools in Education. 7(2), 255–265. DOI: https://doi.org/10.21449/ijate.656077
[68] Tukey, J.W., 1977. Exploratory Data Analysis. Addison-Wesley: Reading, MA, USA.
[69] Lasagabaster, D., 2010. Innovation in Language Learning and Teaching English achievement and student motivation in CLIL and EFL settings. Innovation in Language Learning and Teaching. 5(1), 3–18. DOI:
[70] Pérez-Cañado, M.L., 2018. Key variables in CLIL implementation and Research: Recent Perspectives on contextual, cognitive and affective variation in CLIL. Porta Linguarum. 29, 5–7.
[71] Ushioda, E., Dörnyei, Z., 2017. Beyond Global English: Motivation to Learn Languages in a Multicultural World: Introduction to the Special Issue. Modern Language Journal. 101(3), 451–454. DOI: https://doi.org/10.1111/modl.12407
[72] Lilliefors, H.W., 1967. On the Kolmogorov-Smirnov Test for Normality with Mean and Variance Unknown. Journal of the American Statistical Association. 62(318), 399–402. DOI: https://doi.org/10.2307/2283970
[73] Field, A., 2013. Discovering statistics using IBM SPSS statistics. Sage Publications: London, UK.
[74] Pallant, J., 2020. SPSS Survival Manual, 7th ed. Routledge: London, UK.
[75] Daraini, A.M., Fauziyati, E., Rochsantiningsih, D., 2021. Students' Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School. AL-ISHLAH: Jurnal Pendidikan. 13(1), 41–48. DOI: https://doi.org/10.35445/alishlah.v13i1.404
[76] Marsh, D., 2002. CLIL/EMILE – The European dimension: Actions, trends and foresight potential. European Commission: Brussels, Belgium.
[77] Lasagabaster, D., Doiz, A., 2016. CLIL students' perceptions of their language learning process: delving into self-perceived improvement and instructional preferences. Language Awareness. 25(1–2), 110–126. DOI: https://doi.org/ 10.1080/09658416.2015.1122019
[78] Pittas, E., Tompkins, L., 2024. A systematic review of student learning outcomes in CLIL in LOTE. Frontiers in Education. 9, 1447270. DOI: https://doi.org/10.3389/feduc.2024.1447270
[79] Dalton-Puffer, C., 2007. Discourse in Content and Language Integrated Learning (CLIL) Classrooms. John Benjamins: Amsterdam, Netherlands.
[80] Genesee, F., Hamayan, E., 2016. CLIL in context: Practical guidance for educators. Cambridge University Press: Cambridge, UK.
[81] Karina, R.M., 2023. Instructional scaffolding in CLIL: An overview of theory and research. Routledge: London, UK.
[82] Sidnyaev, N.I., Enkhzhargal, B., 2024. Methodology for detecting and removing outliers in statistical studies. Dependability. 24, 4–9.
[83] Mohseni, N., Nematzadeh, H., Akbarib, E., et al., 2023. Outlier Detection in Test Samples using Standard Deviation and Unsupervised Training Set Selection. International Journal of Engineering. 36, 119–129.
[84] Moore, D.S., McCabe, G.P., 1989. Introduction to the practice of statistics. W.H Freeman: New York, NY, USA.
[85] Aguinis, H., Gottfredson, R.K., Joo, H., 2013. Best-Practice Recommendations for Defining, Identifying, and Handling Outliers. Organizational Research Methods. 16(2), 270–301.
[86] Shier, R., 2004. Paired t-tests. Mathematics Learning Support Centre. Available from: www.statstutor.ac.uk/resources/uploaded/paired-t-test.pdf (cited 20 March 2025).
[87] Rumsey, D., 2010. Statistics Essentials For Dummies. Wiley: Indianapolis, IN, USA.
[88] Corral Robles, S., 2019. New Insights into Written Competence in CLIL and non-CLIL Programmes: Pedagogical Implications. ReiDoCrea: Revista electrónica de investigación Docencia Creativa. 8(3), 289–304. DOI: https://doi.org/10.30827/Digibug.58466
[89] Mcbride, S., 2017. Writing-to-Learn Content in a CLIL Spanish Compulsory Secondary Education Environment. An Exploratory Study. In: García Manzanares, N., Vinuesa Benítez, V. (eds.). El Bilinguismo a debate:Actas del IV Congreso Internacional de Enseñanza Bilingüe en Centros Educativos (CIEB). Servicio de Publicaciones: Murcia, Spain. pp. 1–26.
[90] Arribas, M., 2016. Analysing a whole CLIL school: Students' attitudes, motivation, and receptive vocabulary outcomes. Latin American Journal of Content & Language Integrated Learning. 9(2), 267–292. DOI: https://doi.org/10.5294/laclil.2016.9.2.2
[91] Camacho, A., Alves, R.A., Boscolo, P., 2021. Writing Motivation in School: a Systematic Review of Empirical Research in the Early Twenty-First Century. Educational Psychology Review. 33(1), 213–247. DOI: https://doi.org/10.1007/s10648-020-09530-4
[92] Liu, Z.-M., Hwang, G.-J., Chen, C.-Q., et al., 2024. Integrating large language models into EFL writing instruction: effects on performance, self-regulated learning strategies, and motivation. Computer Assisted Language Learning. 1–25. DOI: https://doi.org/10.1080/09588221.2024.2389923
[93] Borenstein, M., Hedges, L.V., Higgins, J.P.T., et al., 2009. Introduction to Meta-Analysis. Wiley: Chichester, UK.
[94] Hedges, L.V., 1981. Distribution Theory for Glass's Estimator of Effect size and Related Estimators. Journal of Educational Statistics. 6(2), 107–128.
[95] Ping, C.X., Zahrin, N.H., Rusli, Y.A., 2024. Sentence Comprehension Performance in Malay School-Age Children: A Preliminary Study. GEMA Online Journal of Language Studies. 24(4), 43–61. DOI: https://doi.org/10.17576/gema-2024-2404-03
[96] Jexenflicker, S., Dalton-Puffer, C., 2010. The CLIL differential: Comparing the writing of CLIL and non-CLIL students in higher colleges of technology. In: Dalton-Puffer, C., Nikula, T., Smit, U. (eds.). Language Use and Language Learning in CLIL Classrooms. John Benjamins: New York, NY, USA. pp. 169–190. DOI: https://doi.org/10.1075/aals.7.09jex
[97] Lo, N., Chan, S., 2024. Gamification for Higher Education Applications: A Social Learning Theory Approach. In: Martindale, T., Amankwatia, T.B., Cifuentes, L., et al. (eds.). Handbook of Research in Online Learning: Insights and Advances. Brill: Leiden, Netherlands. pp. 576–610. DOI: https://doi.org/10.1163/9789004702813_025
[98] Sylvén, L.K., Thompson, A.S., 2015. Language learning motivation and CLIL. Journal of Immersion and Content-Based Language Education. 3(1), 28–50. DOI: https://doi.org/10.1075/jicb.3.1.02syl
[99] Lo, Y.Y., Lin, A.M.Y., 2015. Special issue: Designing multilingual and multimodal CLIL frameworks for EFL students. International Journal of Bilingual Education and Bilingualism. 18(3), 261–269. DOI: https://doi.org/10.1080/13670050.2014.988111.
[100] Lasagabaster, D., 2017. Integrating content and foreign language learning: What do CLIL students believe? Journal of Immersion and Content-Based Language Education. 5(1), 4–29. DOI: https://doi.org/10.1075/jicb.5.1.01las
[101] Dalton-Puffer, C., 2018. Putting CLIL into Practice. ELT Journal. 1(72), 109-111. DOI: https://doi.org/10.1093/elt/ccx063
[102] Coyle, Y., Roca de Larios, J., 2020. Exploring young learners' engagement with models as a written corrective technique in EFL and CLIL settings. System. 95, 102374. DOI: https://doi.org/10.1016/j.system.2020.102374
[103] Sato, T., Hemmi, C., 2022. Development of second language productive skills through CLIL in a Japanese university: a pre-experimental longitudinal study. Language Learning in Higher Education. 12(1), 309–326. DOI: https://doi.org/10.1515/cercles-2022-2040
[104] Lee, J., 2020. Assessing the effects of CLIL on Korean high school students' writing. Linguistic Research. 37, 89–112. DOI: https://doi.org/10.17250/khisli.37.202009.004
[105] Swain, M., 2005. The Output Hypothesis: Theory and Research. In: Hinkel, E. (ed.). Handbook of Research in Second Language Teaching and Learning. Routledge: London, UK. pp. 471–483.
[106] Dalton-Puffer, C., 2011. Content-and-Language Integrated Learning: From Practice to Principles? Annual Review of Applied Linguistics. 31, 182–204. DOI: https://doi.org/10.1017/S0267190511000092
[107] Siepmann, P., Rumlich, D., Matz, F., et al., 2023. Attention to diversity in German CLIL classrooms: multi-perspective research on students' and teachers' perceptions. International Journal of Bilingual Education and Bilingualism. 26(9), 1080–1096. DOI: https://doi.org/10.1080/13670050.2021.1981821
[108] Lorenzo, F., Casal, S., Moore, P., 2009. The effects of content and language integrated learning in European education: Key findings from the Andalusian bilingual sections evaluation project. Applied Linguistics. 31(3), 418–442. DOI: https://doi.org/10.1093/applin/amp041
[109] Ruiz de Zarobe, Y., 2010. Written production and CLIL: An empirical study. In: Dalton-Puffer, C., Nikula, T., Smit, U. (eds.). Language use and language learning in CLIL classrooms. John Benjamins: Amsterdam, Netherlands. pp. 191–210.
[110] Lahuerta, A., 2020. Analysis of accuracy in the writing of EFL students enrolled on CLIL and non-CLIL programmes: the impact of grade and gender. The Language Learning Journal. 48(2), 121–132. DOI: https://doi.org/10.1080/09571736.2017.1303745
Copyright © 2025 Faisal Idris, Ehsan, Ainil
This is an open access article under the Creative Commons Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) License.
