The impact of CLIL implementation on Lebanese students’ attitudes and performance

Abstract

Content and language integrated learning (CLIL) has been verified as an effective pedagogical approach by a lot of research studies carried out in many European countries. However, modest attempts have been made to prove its efficacy in Lebanon, where English Language is taught in many schools and universities as a first foreign language. The participants (n = 21) were first year university students enrolled in the Faculty of Pedagogy at the Lebanese University and majoring in teaching Math at elementary schools. Quantitative as well as qualitative data were collected by means of two questionnaires, pre-post tests and reflection logs. Descriptive statistics were calculated and a series of t-tests were conducted in order to address the questions raised in the study. The results of the study showed positive attitudes of students towards the implementation of CLIL and they revealed the efficacy of CLIL as a pedagogical approach in enhancing students’ self-efficacy and academic performance. Keywords: CLIL implementation, self-efficacy, attitude, academic achievement.

Seven common misconceptions in bilingual education in primary education in Spain

“…Interviews with students who dropped out of CLIL stream revealed that their language proficiency, motivation and learning styles were behind their decision to leave the program since they felt that they were lagging behind the rest of the class. Apsel (2012) recommends evaluating these students' experiences to improve bilingual education programs (see also EL-Daou & Abdallah (2019).…”