Effect of Content and Language Integrated Learning/ CLIL/ on EFL students’ reading motivation and comprehension in Ethiopia

Abstract

The purpose of this study was to examine the effect of content and language integrated learning/ CLIL/ on EFL students’ reading comprehension and reading motivation in Ethiopia. To this end, a quasi-experimental pretest –posttest design was used. Thus, sixty- nine EFL learners from two randomly selected sections of grade nine were used as the study’s participants. The sections were then randomly assigned as control (n=35) and experimental (n=34) groups. To collect data, a reading motivation questionnaire and reading comprehension test were utilized. Pretests were first given to both groups to examine if there were mean differences between the two groups. Then, treatment on CLIL reading strategies was given to the experimental group. Thenceforth, posttests were given to both groups. Data were analyzed using descriptive statistics, namely mean, standard deviation and inferential statistics of independent samples t-test, paired t-test, Mann-Whitney U Test and Wilcoxon Signed Rank Test. The findings from data analysis revealed that CLIL had a significant positive effect on students’ reading comprehension and motivation. Moreover, the findings signposted that CLIL approach needed to be incorporated in EFL teaching materials in Ethiopia