CLIL Online: Improving Students’ Comprehension and Interaction Skills

Abstract

This study explores the impact of Content and Language Integrated Learning (CLIL) on English language skills development. It focused on 50 first-semester pre-service teachers enrolled in a TEFL program in an online course at a public university in Ecuador. The research used a mixed-methods approach, combining pre- and post-intervention surveys with rubric-based assessments. This helps evaluate changes in students' motivation, content comprehension, and oral interaction skills. The intervention consisted of a CLIL-based instructional model adapted to the students' beginner-level English proficiency. It was delivered through synchronous and asynchronous activities over a semester. Quantitative data indicated significant improvements in students' vocabulary recognition, reading comprehension, fluency, and clarity of expression. Survey results further revealed enhanced confidence, motivation, and openness toward alternative learning methodologies. Qualitative insights supported these findings. They highlighted increased student engagement and a more positive attitude toward English language learning through contextualized content. The results affirm the pedagogical value of CLIL in virtual learning environments, particularly for enhancing communicative competence and learner autonomy. The study also underscores the importance of teacher scaffolding, digital support tools, and student-centered design in maximizing CLIL's impact. While the findings are promising, the research calls for broader investigations involving more extensive and diverse populations and the development of specialized teacher training in digital CLIL methodologies.