skills

Content and Language Integrated Learning (CLIL) has recently been the focus of numerous studies in language education since it aims to overcome the pitfalls of form-focused and meaning-focused instruction by systematically integrating content and language. This meta-analysis aims to synthesize the findings of 22 primary studies that tested the effect of CLIL on language skills and components. Guiding the analysis are three questions: What is the overall combined effect of CLIL on language skills and components? How do moderators condition the effect of CLIL? To what extent the overall combined effect is conditioned by publication bias? The overall effect size was found to be g=0.81, which represents a medium effect size with respect to Plonsky and Oswald’s (2014) scale. The results of moderator analysis show that CLIL has the highest effect on students’ grammar and listening proficiency and in lower levels of education, especially in elementary schools. It also has the highest effect when combined with hotel management as the subject matter. Fail-safe N test of publication bias shows that the significant positive outcome of CLIL cannot be accounted for by publication bias. The findings have clear implications for practitioners, researchers and curriculum developers.

The tripartite V3SK model, integrating values, skills, and knowledge, has been explored in various educational contexts but remains underutilized in English language teaching. This study aimed to investigate the effect of the V3SK model on Iranian high school students’ grammar achievement using an explanatory mixed-methods design. Participants included 43 high school teachers and 452 pre-intermediate level students, selected based on standardized placement tests. Teachers were randomly divided into groups of experimental (N = 22) and control (N = 21). The experimental group participated in 15 training sessions focused on the V3SK model dimensions. Subsequently, students from both groups completed a researcher-designed grammar pretest and received 20 sessions of instruction over three months, followed by a posttest. Quantitative data were analyzed using Mann-Whitney U tests, revealing significantly higher grammar achievement in the experimental group. Qualitative thematic analysis of interviews with 15 experimental group teachers identified 11 themes that explain the model's contributions, including enhanced motivation, innovative teaching, and differentiated instruction. These findings underscore the V3SK model's potential for improving grammar instruction in English as a Foreign Language (EFL) settings, offering valuable insights for teacher education and curriculum development.