The DOI matches its Crossref record, with a small difference in title or year; 2 of the 2 references it cites were found in a registry or an index.
The impact of age and exposure on EFL achievement in two learning contexts: formal instruction and formal instruction + content and language integrated learning (CLIL)
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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Citations
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“Along the same lines, our FI students’ higher performance in two quantitative dimensions of writing (i.e. accuracy and coordination) could also be related to their greater cognitive ability, which may have enabled them to deal with linguistic aspects (Krashen, Long, and Scarcella 1979).”
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Cited by
Tai, T., & Chen, H. H.-J. (2024) · Computers & Education · doi:10.1016/j.compedu.2024.105112 · Cited by 308
PFENNINGER, S. E. (2020) · The Modern Language Journal · doi:10.1111/modl.12666 · Cited by 44
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Escobar-Urmeneta, C. (2019) · CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education · doi:10.5565/rev/clil.21 · Cited by 31
Metadata
- 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
- 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
- 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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