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Abstract

Abstract

Research on proficiency levels among instructed learners is abundant but still has significant gaps. There is little research with young learners, barely any research comparing different degrees of CLIL intensity, and very few studies considering exposure to extramural English (EE), that is, exposure to English outside of school via informal activities or private lessons. To address these gaps, our study investigates how the intensity of exposure in school and EE impact the reading and listening skills of 219 learners (aged 11–12) of English following high-CLIL ( = 85), low-CLIL ( = 82), and non-CLIL ( = 52) tracks. The results for reading and listening, without considering EE, indicate that the high-CLIL group obtained a significantly higher score in reading, but without significant differences in listening. EE was frequent, particularly among high-CLIL participants, and reading, watching TV, and listening to music positively correlated with scores. Private English lessons were associated with higher scores in the non-CLIL group.

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2025-04-28
2025-05-22

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/content/journals/10.1075/jicb.24021.laz
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The impact of CLIL intensity and extramural English on the receptive skills of young EFL learners
John Benjamins ; https://doi.org/10.1075/jicb.24021.laz
/content/journals/10.1075/jicb.24021.laz
/content/journals/10.1075/jicb.24021.laz
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  • Article Type: Research Article
Keywords: young learners ; extramural English ; EFL ; receptive skills ; intensity ; CLIL

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