CLIL methodology and vocabulary learning

Abstract

CLIL is an updated methodology that has several advantages, among which vocabulary learning stands out. In that regard, the main objective of this research work was to determine the importance of using the CLIL methodology in an EFL class to increase high schoolers’ vocabulary learning. The population of this investigation involved 30 first and second-year high school students, 15 males and 15 females from Unidad Educativa UK School. Their ages ranged from 14 to 17 years old. Also, this research had a quantitative approach as well as a descriptive and transversal level considering that the data was collected once. Further, a questionnaire was the technique employed to gather the information. Additionally, the survey was approved by various experts in the field and through Cronbach’s alpha with a reliability of 0,76%. The four research questions were based on subjects taught using the CLIL methodology, CLIL methodology overview, English language skills, and strategies and activities to learn vocabulary. After that, all the data was analysed through SPSS. As a result, it can be concluded that students see CLIL as a fruitful methodology that has helped them increase their vocabulary range. Moreover, it was concluded that vocabulary learning refers to the mechanism by which people learn words in another language, in this case, in English, after the acquisition of the native language, Spanish. In the end, the results revealed several interesting facts. First, learners feel far more motivated when learning subjects with the CLIL methodology. Second, the teacher translates more than half of the content taught in class. Third, all the content is planned for long-term goals. Fourth, learners have improved their English language skills due to the CLIL methodology. Lastly, it was demonstrated that the most used strategies by students to learn vocabulary were memory, cognitive, and activation strategies.