The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners: CLIL intensity and extramural English

Date

2025-04-28

Director

Publisher

John Benjamins Publishing
Acceso abierto / Sarbide irekia
Artículo / Artikulua
Versión publicada / Argitaratu den bertsioa

Project identifier

  • AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ES/ recolecta
Impacto
OpenAlexGoogle Scholar
cited by count

Abstract

Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is, exposure to English outside of school via informal activities or private lessons. To address these gaps, our study investigates how the intensity of exposure in school and EE impact the reading and listening skills of 219 learners (aged 11-12) of English following high-CLIL (n= 85), low-CLIL (n= 82), and non-CLIL (n = 52) tracks. The results for reading and listening, without considering EE, indicate that the high-CLIL group obtained a significantly higher score in reading, but without significant differences in listening. EE was frequent, particularly among high-CLIL participants, and reading, watching TV, and listening to music positively correlated with scores. Private English lessons were associated with higher scores in the non-CLIL group.

Description

Keywords

Young learners, Extramural English, EFL, Receptive skills, Intensity, CLIL

Department

Ciencias humanas y de la educación / Giza eta Hezkuntza Zientziak

Faculty/School

Degree

Doctorate program

item.page.cita

Lázaro-Ibarrola, A., Roothooft, H. (2025) The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners: CLIL intensity and extramural English. Journal of Immersion and Content-Based Language Education, 1-31. https://doi.org/10.1075/jicb.24021.laz.

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© John Benjamins Publishing Company. Creative Commons BY-NC 4.0 license.

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