The Effect of proficiency on CLIL benefits in engineering students in Spain

By Marta Aguilar, C. Muñoz. 2014

133 citations recorded by the source corpus.

This paper reports on a follow-up study of a Content and Language Integrated Learning (CLIL) pilot experience with bilingual postgraduate engineering students at a Spanish university. It aimed at examining learners' gains in listening and grammar skills after a CLIL course in English for a semester, in particular whether students' listening and grammar skills were affected similarly and whether participants' proficiency level played a role. Paired-sampled t-tests showed the difference between the mean scores in the pre-and post-listening test was significant but it was not for the pre-and post grammar tests. When students were distributed into three groups on the basis of their pre-test scores, a repeated measures ANOVA showed that less proficient students obtained higher gains in listening and grammar skills than more proficient students.

Subfields: Education, Literature and Literary Theory

View Paper: https://www.semanticscholar.org/paper/5a2c603ba515b88577aef531ecb0bb5c9f58623b

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Jack K. H. Pun
2. D. Lasagabaster
3. Samantha Curle
4. Julie Dearden
5. Marta Aguilar
6. E. Macaro

In Literature and Literary Theory

1. D. Lasagabaster
2. Samantha Curle
3. E. Macaro
4. Jack K. H. Pun
5. Marta Aguilar
6. Jiangshan An
7. Julie Dearden
8. Y. Lo

Citations in the corpus

• A systematic review of English medium instruction in higher education (2017, methodology): “The first of these, Aguilar & Muñoz (2014), was carried out in Spain examining the impact of EMI on postgraduate Engineering students’ listening proficiency and grammatical knowledge using the Oxford Placement Test (OPT).”
• Fostering team teaching: Mapping out a research agenda for English-medium instruction at university level (2018, background): “In fact, Aguilar & Muñoz (2014) report that the gains in English proficiency by engineering students who followed a 60-hour course in English were small, especially in the case of grammar, a language skill in which the improvement between the pretest and the posttest did not reach statistical…”
• Engineering lecturers’ views on CLIL and EMI (2017, background): “In another study on the effect of language proficiency on university students (Aguilar and Muñoz 2014), lecturers’ insufficient proficiency was also pointed to as an important difficulty to be overcome.”