Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students
The purpose of this study was to examine the effectiveness of content and language integrated learning (CLIL) in developing EFL reading comprehension skills, vocabulary skills and retention among college students. Participants were 10 students majoring in English language, Alghat college of Sciences and Humanities, Majmaah University, KSA. To collect data, the researchers prepared and used two tools; EFL reading comprehension skills pre-posttest and EFL vocabulary pre-posttest which was used as delayed test too. Having administered the pre-post tests and the delayed test, data were analyzed quantatively. The findings revealed that the use of the CLIL in developing EFL reading and vocabulary skills and retention among college students was effective.
Sanad, H., & Ahmed, M. (2017). Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students. Journal of Research in Curriculum Instruction and Educational Technology, 3(4), 101-131. doi: 10.21608/jrciet.2017.24355
MLA
Hanan Ahmed Sanad; Mona Gaber Ahmed. "Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students", Journal of Research in Curriculum Instruction and Educational Technology, 3, 4, 2017, 101-131. doi: 10.21608/jrciet.2017.24355
HARVARD
Sanad, H., Ahmed, M. (2017). 'Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students', Journal of Research in Curriculum Instruction and Educational Technology, 3(4), pp. 101-131. doi: 10.21608/jrciet.2017.24355
VANCOUVER
Sanad, H., Ahmed, M. Using Content and Language Integrated Learning (CLIL) to Develop EFL Reading Comprehension Skills, Vocabulary Skills and Retention among College Students. Journal of Research in Curriculum Instruction and Educational Technology, 2017; 3(4): 101-131. doi: 10.21608/jrciet.2017.24355
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