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

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dc.contributor.authorLázaro Ibarrola, Amparo
dc.contributor.authorRoothooft, Hanne
dc.contributor.departmentCiencias humanas y de la educaciónes_ES
dc.contributor.departmentGiza eta Hezkuntza Zientziakeu
dc.date.accessioned2025-07-30T17:18:24Z
dc.date.available2025-07-30T17:18:24Z
dc.date.issued2025-04-28
dc.date.updated2025-07-30T16:56:10Z
dc.description.abstractResearch 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.en
dc.description.sponsorshipThis work was supported by the Spanish MICIU (Ministerio de Ciencia, Innovacion y Universidades) and AEI (Agencia Estatal de Investigacion) (grant number PID2020-113990GB-I00 ). This article was made Open Access under a CC BY-NC 4.0 license through payment of an APC by or on behalf of the authors, granted by PID2020-113990GB-I00.
dc.format.mimetypeapplication/pdf
dc.identifier.citationLázaro-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.
dc.identifier.doi10.1075/jicb.24021.laz
dc.identifier.issn2212-8433
dc.identifier.urihttps://academica-e.unavarra.es/handle/2454/54528
dc.language.isoeng
dc.publisherJohn Benjamins Publishing
dc.relation.ispartofJournal of Immersion and Content-Based Language Education 2025, 1-31
dc.relation.projectIDinfo:eu-repo/grantAgreement/AEI/Plan Estatal de Investigación Científica y Técnica y de Innovación 2017-2020/PID2020-113990GB-I00/ES/
dc.relation.publisherversionhttps://doi.org/10.1075/jicb.24021.laz
dc.rights© John Benjamins Publishing Company. Creative Commons BY-NC 4.0 license.
dc.rights.accessRightsinfo:eu-repo/semantics/openAccess
dc.rights.urihttps://creativecommons.org/licenses/by-nc/4.0/
dc.subjectYoung learnersen
dc.subjectExtramural Englishen
dc.subjectEFLen
dc.subjectReceptive skillsen
dc.subjectIntensityen
dc.subjectCLILen
dc.titleThe impact of CLIL intensity and extramural English on the receptive skills of young EFL learners: CLIL intensity and extramural Englishen
dc.typeinfo:eu-repo/semantics/article
dc.type.versioninfo:eu-repo/semantics/publishedVersion
dspace.entity.typePublication
relation.isAuthorOfPublicationc78b64f1-5cde-418e-9b20-23fb67e17018
relation.isAuthorOfPublicationbc76b28e-2442-4d5d-9100-9010827e7249
relation.isAuthorOfPublication.latestForDiscoveryc78b64f1-5cde-418e-9b20-23fb67e17018

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