The Effects of Content and Language Integrated Learning (CLIL) Instruction on Grade 11 EFL Students’ Reading Comprehension

Abstract

Abstract This study examined the effects of content and language-integrated learning instruction on grade 11 EFL students’ reading comprehension. This study utilized a quasi-experimental research design. To carry out this study, 37 private school EFL students participated as experimental (N = 19) and control (N = 18) groups in the academic year of 2022–2023 in both semesters. The experimental group participants were instructed through a language-driven CLIL-based reading instruction whereas the control group followed conventional reading instruction. To gather data, pretest-and posttest reading comprehension tests were applied. The quantitative data from the pretest and the posttest was analyzed using a t-test on SPSS. The results revealed that both the experimental and the control groups were found homogenous during the pre-intervention. Nevertheless, after the intervention, the results indicated that experimental group students outperformed significantly (p < .05) the control group students in reading comprehension posttests showing the supremacy of soft-CLIL over the conventional teaching reading method. Therefore, results were consistent with predictions, and the implication behind the results is that a Soft CLIL was effective in content or subject classrooms to teach English reading comprehension. The results indicated that CLIL instruction draws the attention of students. Finally, CLIL instruction could be appropriate for teaching English reading skills.