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<p>Content and Language Integrated Learning (CLIL), an approach that integrates language and content in the teaching process, has emerged as a&#xa0;transformative pedagogical model in language education research. While existing scholarship has demonstrated its efficacy in promoting language development, systematic quantification of CLIL’s overall effects through meta-analytic synthesis remains unexplored. To fill this gap, this study employs meta-analysis to investigate the impacts of CLIL on students’ language development as well as the potential moderating factors. In total, 28&#xa0;studies with 83&#xa0;effect sizes and 52,235 participants were examined. The results indicate that CLIL has an upper medium effect and statistically significant positive correlation with language development, demonstrating a&#xa0;large effect on language acquisition and a&#xa0;medium effect on the affective factors related to target language learning. The analysis of moderating variables shows that the educational level, and the intensity of CLIL are the primary moderators influencing the effects of CLIL on language development, whereas the content subject does not play a&#xa0;moderating role. These findings indicate the efficacy of CLIL in fostering students’ language development while identifying its moderating variables, thereby offering valuable insights for the implementation of CLIL in educational institutions and schools.</p>

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The relationship between content and language integrated learning and students’ language development: a meta-analysis

  • 期刊论文

  • 发表日期：

    2026年2月2日

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  • Lingli Li,
  • Shuqing Chen,
  • Ling Xu,
  • Yu Wang

摘要

Content and Language Integrated Learning (CLIL), an approach that integrates language and content in the teaching process, has emerged as a transformative pedagogical model in language education research. While existing scholarship has demonstrated its efficacy in promoting language development, systematic quantification of CLIL’s overall effects through meta-analytic synthesis remains unexplored. To fill this gap, this study employs meta-analysis to investigate the impacts of CLIL on students’ language development as well as the potential moderating factors. In total, 28 studies with 83 effect sizes and 52,235 participants were examined. The results indicate that CLIL has an upper medium effect and statistically significant positive correlation with language development, demonstrating a large effect on language acquisition and a medium effect on the affective factors related to target language learning. The analysis of moderating variables shows that the educational level, and the intensity of CLIL are the primary moderators influencing the effects of CLIL on language development, whereas the content subject does not play a moderating role. These findings indicate the efficacy of CLIL in fostering students’ language development while identifying its moderating variables, thereby offering valuable insights for the implementation of CLIL in educational institutions and schools.