Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

Sanad, Hanan Ahmed; Ahmed, Mona Gaber

doi:10.12816/0041909

Cited by 6 publications

(7 citation statements)

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“…Furthermore, these CLIL learners displayed tremendous self-confidence in their outstanding linguistic accomplishments (Rogier, 2012). The findings of Sanad and Ahmed (2017) maintain that the CLIL approach has a positive impact on improving reading comprehension and vocabulary skills among Saudi College students. They assert that CLIL teaching methodology "engages students in topics of their interest" simultaneously improving thereby and enhancing their EFL vocabulary retention, making them capable of summarizing and connecting ideas that they can fluently present in a foreign language (Sanad & Ahmed, 2017, p. 122).…”

Section: Questions Of the Studymentioning

confidence: 78%

“…But the research conducted in the area speaks clearly and loudly in favor of the advantages that this teaching methodology carries without any difference of countries, borders, and cultures. Nevertheless, Jawahar (2012) and Sanad & Ahmed (2017), two important researchers who intensively studied the outcomes of CLIL teaching methodology on Saudi EFL students came to the conclusion that this approach enhanced learners reading and vocabulary skills to a considerable extent. They hold the view that if students maintain and display a positive attitude, the teachers will be encouraged to include CLIL components in university courses with higher level of achievements in English reading and vocabulary proficiencies.…”

Section: Effectiveness Of Clil Methodology For Saudi Efl Learnersmentioning

confidence: 99%

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Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities

BinSaran¹

2021

ELT

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This research paper endeavors to evaluate, assess and assert the expediency and efficacy of employing content and language integrated learning (CLIL) in teaching Reading skills to EFL students. It is a qualitative paper which examines and underscores the usefulness of developing EFL reading comprehension skills by using the CLIL teaching. The outcome of this teaching and learning methodology is predicted and determined by presenting and evaluating considerable researches carried out in this field by eminent language researchers. These studies unequivocally demonstrate that the application of CLIL in classrooms with regard to the acquisition and retention of EFL reading and vocabulary skills among college students has proved to be very helpful and palpable. It must be understood that CLIL does not help in making the teaching content simple or revising what learners already know. CLIL courses actually blend language and content together so as to enhance the language as well as the thinking abilities of the learners. The significant amount of research interest in this subject and its growing demand as a foreign language teaching approach necessitate intensive research and analysis as to its efficacy in other parts of the world. In this context, this paper examines and validates its efficacy for the Saudi EFL learners, in view of its ostensible advantages related to language awareness and content knowledge. This paper aims to address the problems and concerns of Saudi learners and teachers of EFL, and lays down the plans to implement CLIL courses in Saudi universities for the benefit of the students in this part of the world. The research concludes by encapsulating and analyzing the researches undertaken in this field and explaining the lessons learnt by employing CLIL courses at the graduate and undergraduate levels in Saudi universities.

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Section: Questions Of the Studymentioning

confidence: 78%

Section: Effectiveness Of Clil Methodology For Saudi Efl Learnersmentioning

confidence: 99%

Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities

BinSaran¹

2021

ELT

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“…There are also CLIL studies focusing on reading skill (e.g. Gomez-Patino, 2017;Sanad & Ahmed) and vocabulary knowledge (e.g. Brown, 2013;Carloni, 2012) but they are mostly single-group studies including only CLIL contexts.…”

Section: Introductionmentioning

confidence: 99%

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

Bayram

Öztürk

Atay

2019

Language Teaching and Educational Research

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Content and Language Integrated Learning (CLIL) has a dual focus both on content and language teaching in which students learn through and about language and provides contextualized and meaningful situations. Although studies on the impact of CLIL on learners' vocabulary knowledge and reading comprehension have mostly positive results, related research is highly limited in Turkish context. Thus, this study aims to examine to what extent CLIL students differ from non-CLIL students in terms of their reading comprehension and vocabulary size (i.e. receptive and productive). Data were collected from 124 fifth-grade students by means of the reading parts of the Cambridge Key English Test, the 2,000-word frequency-band of the Vocabulary Levels Test (Schmitt, Schmitt, & Clapham, 2001), and the adapted version of the Vocabulary Knowledge Scale (Paribakht & Wesche, 1997). Results of the study showed that the CLIL students significantly outperformed their non-CLIL counterparts in reading comprehension, receptive and productive vocabulary knowledge.

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“…Further, these academic books instruct and train students to use such terms in their everyday verbal communication to attain a particular level of proficiency in a foreign language as well as success in their academic and professional sectors. In their study, Sanad and Ahmed (2017) found out that the CLIL approach improved Saudi college students' reading comprehension and vocabulary skills. They claimed that CLIL teaching methodology engages students via using topics of interest to them while also improving and enhancing their EFL lexicon retention, allowing them to summarize and connect ideas.…”

Section: Possible Solution For Emi Challengesmentioning

confidence: 99%

English-Medium Instruction and Content Learning in Freshman Year: An Investigation of a Saudi University Students’ Challenges and Learning Strategies

Altheyab

Alalwi

2022

WJEL

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The present study investigates the challenges that science freshmen perceive in English-medium instruction at Prince Sattam bin Abdelaziz University in terms of language and learning as well as the frequency of relevant learning strategies employed by students. A questionnaire was used to collect data from 376 students enrolled in the First Year Program at Prince Sattam Bin Abdelaziz University, considering their gender, scientific tracks, and previous English exposure. Results reveals that females were less comfortable communicating with professionals in their classrooms. Simultaneously, freshmen females perceive greater challenges in content comprehension, knowledge application, and learning adaptability. Therefore, they relied on learning strategies supported by L1 more frequently than males. Comparison of groups based on tracks shows that engineering students have more difficulty communicating with professionals than medical students. Furthermore, freshmen with extensive prior English exposure had fewer difficulties communicating with their peers and professionals. They perceived fewer difficulties with content comprehension, knowledge application, and learning adaptability. In contrast, freshmen with little prior exposure to English relied more on L1-related learning strategies. The findings show significant differences in perceiving EMI-related challenges and adopted learning strategies based on the relevant variables. They suggest that the shift from high school Arabic-medium education to English-medium instruction in higher education requires careful institutional and individual planning.

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Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students

Cited by 6 publications

References 0 publications

Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities

Use of Content and Language Integrated Learning (CLIL) for Teaching Reading Skills in Saudi Universities

Reading Comprehension and Vocabulary Size of CLIL and Non-CLIL Students: A Comparative Study

English-Medium Instruction and Content Learning in Freshman Year: An Investigation of a Saudi University Students’ Challenges and Learning Strategies

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