Does gender have an impact on the potential benefits learners may achieve in two contexts compared: formal instruction and formal instruction + content and language integrated learning?

Gender effects on strategic competence: A survey study on compensatory strategies in a CLIL context

“…Different results have been found by Roquet, Llopis, and Pérez Vidal (2016). In this study 12-14 year-old CLIL and NON-CLIL Catalan learners of English were tested on productive and receptive skills following a pretest-posttest design over one academic year.…”

“…They also have more positive attitudes and greater motivation (Spolsky, 1989). Nevertheless, these tendencies have been found to be blurred in meaning-oriented approaches such as Content and Language Integrated Learning (CLIL) (Fernández Fontecha & Canga Alonso, 2014;Heras & Lasagabaster, 2015), even though this type of research is still preliminary as conflicting evidence has also been obtained (Lasagabaster, 2008;Roquet, LLopis, & Pérez-Vidal, 2016).…”

“…Individual variables such as attitudes and motivation have also received increasing attention in CLIL research (e.g., Lasagabaster, 2011). But other variables, such as gender, have been scarcely looked into (Fernández Fontecha & Canga Alonso, 2014;Heras & Lasagabaster, 2015;Roquet, Llopis, & Pérez-Vidal, 2016).…”

Context‐aware language‐learning application in the green technology building: Which group can benefit the most?

“…In this sense, CLIL can be applied as GBELA will enhance students' reading and listening skills while providing opportunities for gaining content knowledge of green‐building technology and environmental issues. Because a current gap exists in the research space, where relatively few studies have built context‐aware mobile applications for green‐building language learning in English for specific purposes (ESP; Liu et al, ; Roquet, Llopis, & Pérez‐Vidal, ), this study fills the gap by examining the dependent variable of receptive skills in GBbE and how the independent variable of achievement level is correlated to moderating variables such as perceived ease of use, usability, usefulness, learner attitude, and CAULL self‐efficacy. The following hypotheses were formulated:Hypothesis A u‐learning system for enhancing GBbE can effectively improve receptive skills of reading and listening in GBbE for HA and LA groups of EFL learners at a target university in Taiwan.Hypothesis The differences in improvement in GBbE receptive skills among HA and LA correlate with learner perceptions and self‐efficacy in CAULL in different ways.…”

The influence of CLIL on receptive vocabulary: a preliminary study

“…In fact, this variable has started to receive attention on the part of CLIL researchers (Fernández Fontecha and Canga Alonso 2014;Heras and Lasgabaster 2015;Roquet, Llopis, and Pérez Vidal 2016). Note also that results might not be fully generalisable to other contexts as CLIL implementations are heterogeneous.…”