International Journal of Applied Linguistics

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Volume 24 Issue 1 (March 2014), Pages 1-146

The effect of proficiency on CLILbenefits in Engineering students in Spain (pages 1-18)

This paper reports on a follow‐up study of a Content and Language Integrated Learning (CLIL) pilot experience with bilingual postgraduate engineering students at a Spanish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in English for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. Paired‐sampled t‐tests showed the difference between the mean scores in the pre‐and post‐listening test was significant but it was not for the pre‐and post grammar tests. When students were distributed into three groups on the basis of their pre‐test scores, a repeated measures ANOVA showed that less proficient students obtained higher gains in listening and grammar skills than more proficient students.

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