What factors contribute to the proficiency of young EFL learners in primary school?: assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status

Lázaro Ibarrola, Amparo

What factors contribute to the proficiency of young EFL learners in primary school?: assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status

dc.contributor.author	Lázaro Ibarrola, Amparo
dc.contributor.department	Ciencias humanas y de la educación	es_ES
dc.contributor.department	Giza eta Hezkuntza Zientziak	eu
dc.contributor.department	Institute for Advanced Social Research - ICOMMUNITAS	en
dc.date.accessioned	2025-02-18T12:12:16Z
dc.date.available	2025-02-18T12:12:16Z
dc.date.issued	2024-10-30
dc.date.updated	2025-02-18T12:07:31Z
dc.description.abstract	Although multiple factors influence language proficiency in instructed settings, the prevalence of content and language integrated learning (CLIL) research in recent decades has placed intensity of exposure (via CLIL lessons) at center stage, sidelining other variables. This study aims to rectify this by examining the impact of CLIL alongside three additional factors: extramural English (EE), socioeconomic status (SES), and non-verbal intelligence (NVI). Specifically, this study analyses the interplay of these variables in the proficiency of 171 young English learners (aged 10-11 years) in Navarre, Spain. The participants were divided into a low-intensity (LI) (n = 54) group and a high-intensity (HI) (n = 117) group depending on exposure to English in school. Results indicate that HI learners are superior in reading, and even more clearly in speaking. EE is very frequent in both groups but more abundant among HI learners, and it shows several positive associations with learners¿ scores. Higher NVI levels positively correlate with all skills in both groups, except for speaking, which appears to be affected by EE and, to a lesser extent, by SES.	en
dc.description.sponsorship	The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the Spanish Ministry of Science and Innovation [grant number PID2020-113990GB-I00, State Research Agency (AEI).
dc.format.mimetype	application/pdf	en
dc.identifier.citation	Lázaro-Ibarrola, A. (2024) What factors contribute to the proficiency of young EFL learners in primary school?: assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status. Language Teaching Research. https://doi.org/10.1177/13621688241292277
dc.identifier.doi	10.1177/13621688241292277
dc.identifier.issn	1362-1688
dc.identifier.uri	https://academica-e.unavarra.es/handle/2454/53447
dc.language.iso	eng
dc.publisher	SAGE Journals
dc.relation.ispartof	Language Teaching Research, 0(0), https://doi.org/10.1177/13621688241292277
dc.relation.projectID	info:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ES/
dc.relation.publisherversion	https://doi.org/10.1177/13621688241292277
dc.rights	© The Author(s) 2024. Creative Commons Non Commercial CC BY-NC
dc.rights.accessRights	info:eu-repo/semantics/openAccess
dc.rights.uri	https://creativecommons.org/licenses/by-nc/4.0/
dc.subject	CLIL intensity	en
dc.subject	Cognitive factors	en
dc.subject	Extramural English	en
dc.subject	Non-verbal intelligence	en
dc.subject	Primary school	en
dc.subject	Socioeconomic status	en
dc.subject	Young L2 learners	en
dc.title	What factors contribute to the proficiency of young EFL learners in primary school?: assessing the role of CLIL intensity, extramural English, non-verbal intelligence and socioeconomic status	en
dc.type	info:eu-repo/semantics/article
dc.type.version	info:eu-repo/semantics/publishedVersion
dspace.entity.type	Publication
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