Cited by 36Second Language Learning and TeachingEFL/ESL Teaching and LearningSecond Language Acquisition and Learning

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The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

Artieda, Gemma, Roquet, Helena, Nicolás-Conesa, Florentina·2020·International Journal of Bilingual Education and Bilingualism

DOI 10.1080/13670050.2017.1373059

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Abstract

This study investigates the role of biological age and L2 exposure on the achievement of two groups of Catalan-Spanish intermediate learners of English in secondary school (Group A, Formal Instruction (FI), N = 50; Group B, FI + CLIL, N = 50) regarding receptive and productive L2 skills as well as grammatical knowledge. Learners were matched for hours of exposure (1.330–1.400) in a first comparison, and secondly, for age (13–14 years old). When matched for number of hours of exposure, results confirmed the older learners’ advantage in FL contexts, as non-CLIL students (2 years older) significantly outperformed CLIL learners in listening comprehension and in two measures of writing: accuracy and coordination index. When matched for age, the group with extra L2 exposure (FI + CLIL) was significantly better than the non-CLIL group in reading comprehension and in several dimensions of writing: lexical richness, linguistic and communicative competence. These findings illustrate the language learning potential of a partial CLIL programme in an EFL context. A threshold of 300 CLIL hours may need to be surpassed for CLIL learners to reap the benefits of additional exposure across L2 skills.

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Authors: Artieda, G., Roquet, H., & Nicolás-Conesa, F.
Affiliations: Universitat de Barcelona (ES)
Universitat Internacional de Catalunya (ES)
Department of Languages, Centro Universitario de la Defensa, Murcia, Spain
Corresponding author: Roquet, Helena
ORCID: Artieda, Gemma
Roquet, Helena
Venue: International Journal of Bilingual Education and Bilingualism
Publisher: Informa UK Limited
Published: 2017-09-05
Volume: 23
Issue: 4
Pages: 449-472
ISSN: 1367-0050 (ISSN-L)
1747-7522
DOI: 10.1080/13670050.2017.1373059
OpenAlex: W2750799050
Cited by: 36
References: 0
Citations by year: 2026: 4 · 2025: 3 · 2024: 7 · 2023: 7 · 2022: 6 · 2021: 2 · 2020: 3 · 2019: 2 · 2018: 2
FWCI: 26.69
Type: journal article
Language: en
Open access: closed
Locations: International Journal of Bilingual Education and Bilingualism (publishedVersion)
Hispana (publishedVersion)
Dipòsit Digital de la Universitat de Barcelona (Universitat de Barcelona) (submittedVersion, public-domain)
UIC Open Acces Archive (submittedVersion)
Topics: Social Sciences › Linguistics and Language › Second Language Learning and Teaching
Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
Social Sciences › Psychology › Developmental and Educational Psychology › Second Language Acquisition and Learning
Keywords: CLIL, age effects in language learning, L2 exposure, EFL achievement, high school students, receptive and productive skills, listening comprehension, reading comprehension, writing skills, grammatical knowledge, bilingual education

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The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)

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